ic  Education 


IbLAJNi  D 


IN  MEMORIAL 
John  Swett 

i  1 

! 

HISTORY 


OF 


PUBLIC     EDUCATION 


IN 


RHODE     ISLAND, 


163  6    to    18  76 


EMBRACING 

AX  ACCOUNT  OF  THE  RISE  AND  PROGRESS  OF  THE  PRESENT  SCHOOL  SYS- 
TEM OF  THE  STATE;   THE  VARIOUS  CITY  AND  TOWN  SYSTEMS: 
TOGETHER  WITH  SKETCHES  OF  BROWN  UNIVERSITY 
AND  MANY  OF  THE  ACADEMIES,  LIBRARIES 
AND  LITERARY  ASSOCIATIONS 
OF  RHODE  ISLAND. 


COMPILED   BY   AUTHORITY   OF   THE   HOARD   OF   EDUCATION, 
AND   EDITED   BY 

THOMAS     B.    STOCKWELL, 
Commissioner  of  Public  Schools. 


PROVIDENCE: 

PROVIDENCE   PRESS   COMPANY,   PRINTERS   TO   THE   CITY    AND   STATE. 

1876. 


/  :■ 


^ 


CONTENTS 


Page . 

State  of  Rhode  Island 1 

Rhode  Island  State  Normal  Sehool 118 

Rhode  Island  Institute  of  Instruction 123 

City  of  Providence 129 

University  Grammar  Sehool 211 

Brown  University 217 

Dr.  Stockbridge's  School  for  Young  Ladies 225 

Scholfield's  Commercial  College 227 

English  and  Classical  School 228 

Mount  Pleasant  Academy 232 

Providence  Association  of  Mechanics  and  Manufacturers 234 

Providence  Franklin  Society 246 

Franklin  Lyceum . 247 

City  of  Newport 251 

Redwood  Library  and  Athenaeum 2G7 

The  Peoples'  Library 277 

Town  of  Barrington 281 

"     "   Bristol 185 

"     "    Burrillville 310 

"     "    Charlesto  wn 340 

"     "    Coventry 346 

"     "    East  Greenwich 352 

"     "    East  Providence 362 

"     "    Glocester 364 

"     "    Jamestown 367 

"     "    Hopkinton 368 

"     "    Johnston , 375 

"     "    Middletown 383 

"     "    North  Kingstown 389 

"     "    Richmond 404 

Lapham  Institute 412 

Town  of  Smithfleld 415 

"     "    Warwick 436 

"     "    Woonsocket 439 

Index 449 


54*^52 


HISTORY 


OF    THE 


Public   School    System 


RHODE  ISLAND 


T  II  O  M  A  S     W  E  N  T  W  0  R  T  II     HIGGINSON 


I.      COLONIAL    SCHOOLS. 

(1636-1776.) 


Roger  Williams,  after  returning  in  1 654  from  a  two  years' visit  in 
England,  wrote  thus  of  some  of  his  employments  while  in  that  country  : 
"  It  pleased  the  Lord  to  call  me  for  some  time,  and  with  some  persons, 
to  practice  the  Hebrew,  the  Greek, Latin,  French  and  Dutch.  The  secre- 
tary of  the  council  (Mr.  Milton)  for  my  Dutch  I  read  him,  read  me 
many  more  languages.  *  *  *  I  taught  two  young  gentlemen,  a 
parliament  man's  sons,  as  we  teach  our  children  English,  by  words, 
phrases  and  constant  talk." 

In  these  brief  sentences  we  see  the  founder  of  Rhode  Island  as  a 
scholar,  a  teacher,  aud  the  friend  of  Milton.  It  will  always  seem  a  sur- 
prising thing  that  the  colony  founded  by  such  a  man  should  not  have 
established  for  itself,  like  the  adjoining  colonies  of  Massachusetts  and 
Connecticut,  a  system  of  common  schools.  Yet  nothing  is  plainer  than 
the  reacous  which  led  to  this  ;  and  they  cannot  be  more  clearl}'  stated 
than  they  were  given  a  quarter  of  a  century  ago  by  Hon.  E.  R.  Potter, 
a  man  who  has  rendered  this  State  almost  equal  service  in  law  and  in 
education  : — 

"One  of  the  first  things  which  strikes  an  observer  in  considering  the  early 
history  of  Rhode  Island,  is,  that  the  population  was  not  homogeneous.  Massa- 
chusetts was  settled  by  colonies  from  one  people,  and  all  actuated  by  the  same 
notions  of  religious  and  civil  government,  and  of  a  similar  religious  creed. 
Connecticut  was  an  offshoot  from  Massachusetts,  and  the  same  principles  and 
ideas  had  a  controlling  influence  in  its  settlement. 

"  Rhode  Island,  on  the  contrary,  was  settled  hymen  of  all  religious  views 
and  opinions.     As  the  first  settlers  fled  from  persecution  in  Massachusetts,  it 

5 


2  Rhode  Island. 

naturally  became  an  asylum  for  all  who  like  them  were  persecuted  for  conscience' 
sake.  The  predecessors  of  our  Baptists  were  all  fugitives  from  persecution. 
The  Quakers  nearly  all  came  here  from  the  same  cause  and  to  avoid  the  severe 
laws  which  were  made  against  them  in  other  colonies.  And  the  friends  and  fol- 
lowers of  Mrs.  Hutchinson  constituted  a  respectable  portion  of  the  new  com- 
munity. Here,  too,  half  a  century  after  the  first  settlement,  came  a  colony  of 
French  Huguenots,  driven  from  their  country  by  the  same  spirit  which  had  ex- 
pelled Roger  Williams  from  our  sister  colony. 

"For  the  very  reason  that  in  this  colony  no  religion  was  established,  nor  the 
observance  of  any  religious  forms  compelled  by  law,  it  was  natural  that  many 
should  resort  here  who  had  no  religion  at  all;  and  that  the  settlement  should 
include  many  wild  spirits,  who  came  here  because  in  the  then  thinly  peopled 
country  on  the  borders  of  our  beautiful  bay,  they  could  obtain  an  easy  subsist- 
ence, free  from  the  restraints  of  all  law  whatever. 

"Rhode  Island  thus  differed  entirely  from  the  neighboring  states  in  its  mode 
of  settlement.  Its  population  resembled  more  the  population  of  one  of  our 
western  states  at  the  present  day ;  a  collection  of  people  coming  from  different 
nations  and  at  different  times,  some  actuated  by  the  desire  of  religious  freedom, 
some  by  desire  of  freedom  from  all  law ;  some  by  the  spirit  of  speculation,  (for 
even  that  then  prevailed)  ;  and  some  from  that  wild  love  of  adventure  which 
has  always  exercised  such  a  sway  in  the  breast  of  man. 

"Driven  from  Massachusetts  under  such  circumstances,  the  original  settlers 
viewed  everything  which  they  had  left  behind  them  with  hostility.  In  Massa- 
chusetts, as  in  most  early  settlements,  the  clergy  being  the  only  class  of  leisure, 
were  the  depositories  of  the  learning  of  the  infant  commonwealth.  The  clergy 
also  always  exercised  an  active  control  in  their  government;  and  wars,  leagues 
and  important  government  measures,  were  seldom  undertaken  without  their 
sanction. 

"  Hence,  in  a  great  measure,  has  arisen  the  feeling  against  a  settled  and  sala- 
ried clergy,  which  has  always  been  a  characteristic  of  our  people,  and  which 
prejudice  remains  in  some  parts  of  the  State  to  the  present  day  in  undiminished 
strength.  Hence,  we  have  lost  the  influence  which  such  a  body  of  men  would 
always  have  exerted  in  favor  of  education.  *         *         *         * 

"  Another  circumstance,  and  a  very  important  one  to  be  considered,  in  account- 
ing for  the  want  of  a  system  of  public  education  among  our  forefathers  was, 
that  for  nearly  one  hundred  years,  Rhode  Island  could  not  be  said  to  have  any 
settled  government. 

"  On  the  East,  Plymouth  claimed  to  Narragansett  Bay,  and  for  the  first  hun- 
dred years  Rhode  Island  had  no  jurisdiction  east  of  it.  On  the  west,  Connecti- 
cut claimed  to  Narragansett  Bay,  under  her  charter,  which  she  claimed  to  be 
prior  to  that  of  Rhode  Island.  The  first  settlers  of  the  Narragansett  country 
were  obliged  to  defend  themselves  by  force,  from  the  attempts  of  Connecticut 
to  assert  her  jurisdiction.  She  incorporated  towns  with  boundaries  extending 
into  Rhode  Island,  appointed  officers  at  Wickford  and  other  places,  and  made 
grants  of  land  which  were  the  origin  of  some  of  the  existing  titles.  Some  por- 
tion of  the  inhabitants,  probably  from  a  desire  to  have  the  protection  of  a 
stronger  government,  acknowledged  her  jurisdiction,  and  thus  there  was  a  sort 
of  civil  war  constantly  going  on  within  our  own  limits.  Citizens  of  Rhode 
Island  were  repeatedly  seized,  carried  off'  and  imprisoned  for  refusing  to  obey 


Colonial  Schools.  3 

the  Connecticut  authorities.  Land  titles  were  disputed,  and  there  seemed  little 
security  for  person  or  property  except  in  the  strength  of  the  possessor. 

"  After  the  Pequod  War,  Massachusetts  and  Connecticut  claimed  the  south 
western  portion  of  the  State  by  right  of  conquest,  and  in  the  division  it  fell  to 
Massachusetts,  who  erected  the  country  about  Westerly  into  a  township,  by  the 
name  of  Southertown.  Here  was  another  claimant  for  jurisdiction.  But  Con- 
necticut seems  afterwards  to  have  again  asserted  her  jurisdiction,  and  Massa- 
chusetts at  last  gave  up  the  contest. 

"  The  settlement  at  Warwick  had  also  similar  difficulties  to  contend  with.  A 
part  of  their  inhabitants  had  submitted  themselves  to  Massachusetts,  who  as- 
serted her  claims  to  that  country,  and  imprisoned  its  people  for  resisting  her 
authority. 

"Again,  in  the  great  Indian  war  of  1G7G,  the  western  portion  of  our  State 
was  made  the  battle  ground  on  which  Massachusetts  and  Connecticut  contended 
for  victory  over  the  Indians.  The  settlers  of  Rhode  Island  had  always  main- 
tained a  friendly  intercourse  with  the  Indians,  and  had  no  cause  to  complain  of 
them.  The  war  arose  from  causes  growing  out  of  the  policy  and  past  wars  of 
the  neighboring  colonies.  Yet  next  to  the  Indians,  Rhode  Island  was  the  prin- 
cipal sufferer.  The  armies  of  the  united  colonies  desolated  the  country,  and 
what  they  left,  the  Indians,  exasperated  and  driven  to  desperation,  burnt  and 
destroyed.  Almost  all  the  inhabitants  on  the  west  side  of  the  Bay  were  obliged 
to  retreat  to  Newport,  for  shelter  and  protection. 

"  After  the  war,  the  settlers  returned  to  their  ruined  homes.  But  Connecti- 
cut, powerful  from  her  recent  victory,  continued  the  contest  for  jurisdiction. 
Rhode  Island,  weak  and  exhausted  by  a  war  she  had  not  provoked,  Avas  sub- 
jected to  the  burden  and  expense  of  almost  continued  negotiations  in  England; 
and  it  was  not  until  1728,  nearly  one  hundred  years  from  the  date  of  the  arrival 
of  Roger  Williams,  that  the  boundary  was  settled,  and  Rhode  Island  acquired 
undisputed  control  of  Narragansett. 

"It  was  not  until  1709,  that  Rhode  Island  felt  strong  enough  and  sure  enough 
of  the  success  of  her  cause,  to  grant  land  titles  in  Narragansett.  Before  that 
time,  the  country  along  the  shore  of  the  Bay  had  been  settled,  and  the  rights  of 
the  settlers  undisturbed,  but  all  the  central  and  western  portions  of  the  Narra- 
gansett country,  were  occupied  as  our  public  lands  in  the  West  now  are,  by 
squatters,  as  they  are  called.  Their  claims  were  acknowledged,  their  conflicting 
boundaries  settled  by  surveys,  and  deeds  given  them  from  the  State,  about  1709. 

"As  may  be  supposed,  during  these  troubles,  the  population  of  the  western 
part  of  the  State,  then  colony,  was  small  in  number,  scattered  and  feeble. 
When,  in  1G61,  a  company  was  formed  at  Newport,  for  the  purpose  of  settling 
Misquamicuck,  there  was  a  powerful  nation  of  Indians  between  them  and  their 
destined  western  abode.  In  leaving  their  old  homes  they  had  the  same  difficulties 
to  encounter,  the  same  anxieties  for  the  future,  which  the  emigrants  of  the  pre- 
sent day  meet  with  in  our  western  wilderness.  And  when  afterwards  they  were 
incorporated  as  a  township,  it  received  the  name  of  Westerly. 

"It  would  be  unreasonable  to  expect  of  a  people  so  situated  much  progress  in 
the  comforts  and  elegancies  of  life.  Occupied  with  keeping  up  a  friendly  inter- 
course with  the  natives  on  the  one  side,  and  defending  their  lives  and  property 
from  the  attacks  and  machinations  of  rival  colonies,  who  regarded  and  treated 
them  as  heretics,  rebels  or  intruders,  on  the  other;  it  required  all  their  energies 


4  Ehode   Island. 

to  gain  a  bare  subsistence.  No  wonder,  therefore,  that  they  did  not  establish 
schools  and  colleges,  and  that  we  do  not  find  among  them  the  arts,  and  the  re- 
finement of  manners,  which  we  could  only  expect  in  an  older  and  more  settled 
state  of  society. 

"  There  is  another  fact  in  the  social  history  of  Rhode  Island  which  ought  not 
lightly  to  be  passed  over,  because  its  influence  is  still  to  be  traced  among  us. 
The  institution  of  domestic  slavery  for  a  long  time  existed  here.     *     *     *     * 

"  But  slave  labor  was  nearly  confined  to  the  towns  along  the  Narragansett 
Bay, — Newport,  Portsmouth,  South  Kingstown,  North  Kingstown,  Exeter,  War- 
wick, Bristol  and  Jamestown.  South  Kingstown  had  the  greatest  number  next 
to  Newport. 

"All  along  the  belt  of  land  adjoining  the  west  side  of  the  Bay,  the  country, 
generally  productive,  was  owned  in  large  plantations  by  wealthy  proprietors, 
who  resided  on  and  cultivated  their  land.  They  had  the  cultivation  which  would 
naturally  result  from  a  life  of  leisure,  from  intercourse  with  each  other,  and 
with  the  best  informed  men  of  the  colony,  and  from  the  possession  of  private 
libraries,  for  that  day,  large  and  extensive.  But  any  common  system  of  educa- 
tion they  could  not  have,  from  their  very  situation  and  distance  from  each  other. 

"  In  the  interior  and  westernmost  portions  of  the  State  the  population  was 
scattered,  the  roads  and  means  of  communication  poor,  and  the  people  them- 
selves enjoying  but  few  of  the  comforts  and  luxuries  of  life.  There  were  no 
towns,  and  but  few  villages,  to  serve  as  centres  of  communication  and  informa- 
tion, and  to  set  an  example  to  the  rest  of  the  community ;  for  nearly  all  the 
villages  in  the  western  part  of  the  State  are  of  recent  growth,  and  the  result  of 
manufacturing  industry.  Their  only  opportunities  of  adding  to  their  knowl- 
edge were  their  religious  meetings,  their  town  meetings,  and  the  county 
courts."  * 

It  must  be  also  remembered  that  the  population  of  Rhode  Island,  ex- 
clusive of  Indians,  did  not  exceed  7,000  in  1G80,  and  was  only  10,000 
at  the  end  of  the  century.  A  census  taken  in  1730  gave  but  17,93f>.  Ex- 
cept in  a  few  of  the  larger  settlements,  therefore,  there  was  no  great 
opportunity  for  the  organization  of  a  public  school  system  ;  and  the  school 
history  of  a  few  of  these  settlements  is  the  earl}'  histoiy  of  education  in 
Rhode  Island. 

Among  these  settlements  Newport  clearly  took  the  lead  in  respect  to 
schools.  The  early  town  records  are  in  very  imperfect  condition,  having 
been  carried  off  by  a  Tory  Sheriff  when  the  British  entered  the  island  ; 
having  been  sunk  at  Hurlgate,  been  kept  in  New  York  a  year  without  dry- 
ing, and  been  returned  in  a  mutilated  state  b}r  the  British  commander.  But 
it  is  known  from  other  authority  that,  in  two  years  from  the  foundation 
of  the  town,  a  school  was  established  under  the  following  circumstances  : 

*  Address  delivered  before  the  Rhode  Island  Historical  Society,  on  the  evening  of 
February  19th.  1851,  by  Elisha  B.  Potter,  member  of  the  society.  Providence,  1851.  (Be. 
printed,  1875.)  Compare  the  similar  views  expressed  in  an  article  in  Barnard's  Journal 
of  B.  I.  Institute,  &c,  II ,  33.    It  was  attributed  to  Judge  Staples. 


Colonial   Schools.  5 

Rev.  Robert  Lenthal,  a  clergyman  of  the  church  of  England,  was  called 
by  the  people  of  Weymouth,  Massachusetts,  to  be  their  pastor ;  but  left 
Massachusetts  from  some  ecclesiastical  trouble,  and  came  to  Newport, 
where  he  assisted  Rev.  Dr.  Clarke  in  the  ministry.  According  to  Cal- 
ender's Historical  Discourse,  which  was  for  man}*  years  the  only  his- 
tory of  Rhode  Island,  Mr.  Lenthal  was  admitted  as  freeman,  August 
6,  1640. 

"  And  August  20,  Mr.  Lenthal  was,  by  vote,  called  to  keep  a  public  school  for 
the  learning  of  youth,  and  for  his  encouragement  there  was  granted  to  him  and 
his  heirs,  one  hundred  acres  of  land,  and  four  more  for  an  house  lot;  it  was  also 
voted  '  that  one  hundred  acres  should  be  laid  forth  and  appropriated  for  a 
school,  for  encouragement  of  the  poorer  sort,  to  train  up  their  youth  in  learning, 
and  Mr.  Robert  Lenthal,  while  he  continues  to  teach  school,  is  to  have  the  ben- 
efit thereof.'  But  this  gentleman  did  not  tarry  very  long;  I  find  him  gone  to 
England  the  next  year  but  one."  * 

It  is  not  clearly  established  that  any  community  in  New  England  can 
claim  an  earlier  school  record  than  thi^.  The  first  public  teacher  in  Sa- 
lem, Massachusetts,  was  apparently  elected  in  1640,  for  it  is  not  clear 
that  the  school  taught  in  that  city  by  Rev.  John  Fisk,  in  1637,  was  es- 
tablished by  any  public  vote.  The  first  petition  for  a  free  school  in 
Boston,  Massachusetts,  is  dated  in  1636  ;  but  the  first  record  concerning 
such  schools  in  Boston  was  made  in  1642,-f  as  was  the  first  record  in 
Hartford,  Ct. 

This  school  tract  of  one  hundred  acres  was  allotted  in  what  is  now  the 
town  of  Middletovvn,  but  in  1661  was  exchanged  for  a  tract  afterwards 
known  as  Newtown,  or  school  land.  In  1663,  this  tract  was  ordered  to 
be  divided  into  lots,  "  and  to  be  sold  or  loaned  on  condition  that  the 
purchasers  should  pay  to  the  town  treasurer  an  annual  rent  to  constitute 
a  fund  for  the  schooling  and  educating  of  poor  children,  according  to  the 
direction  of  the  town  council  for  the  time  being,  who  are  hereby  empow- 
ered to  direct,  regulate  and  manage  the  said  charity  in  behalf  of  the  town, 
to  the  best  advantage,  according  to  the  true  intent  and  meaning 
thereof."  j 

It  is  plain  from  the  records,  that  the  original  school-house  existed  in 
1685,  and  that  it  was  decaying  in  1700,  when,  at  a  quarter  meeting, 
there  appears  an  entry  4t  that  Ebenezer  Mann  may  have  some  of  the  lum- 
ber that  has  fallen  down  about  the  old  school-house,  to  help  build  his 
house."  A  new  school-house  was  ordered  to  be  built,  January  31,  1704-5, 
but  the  order  was  revoked   in  April,  and  land  was  granted  to   Samuel 

*  Cullender's  Discourse ;    Elton's  edition,  p.  116. 

t  Annual  Report  ot  School  Committee  of  Salem,  Mass  ,  (1876)  p.  33. 

X  Barnard's  Journal  of  it.  I.  Institute  of  Instruction,  III,  145. 


6  Kiiode   Island. 

Cranston  and  others,  for  the  purpose  of  building  a  school-house  there. 
In  October,  170C,  additional  land  was  granted  and  ordered  to  be  sold 
"  for  finishing  the  school  house  in  or  near  the  market  place  in  Newport." 
It  appears,  however,  that  in  a  few  years  the  subscribers  to  the  school- 
house  had  become  weary  of  their  undertaking,  and  surrendered  the 
building  to  the  ownership  of  the  town.  The  vote  receiving  it  was  as 
follows  : 

"  At  an  adjourned  quarter  meeting,  August  18th,  1708.— Voated,  That  the 
town  council  of  Newport  are  empowered  to  take  ye  school-house  into  their 
hands,  to  manage  all  ye  prudential  affairs  belonging  to  said  house,  always  re- 
serving to  ye  quarter  meeting  in  said  town  ye  power  of  choosing  ye  school  mas- 
ters  for  said  house,  always  provided  that  ye  freemen  of  said  towii  assembled  in 
their  quarter  meeting  have  power  further  to  alter  or  order  ye  above  premises 
and  the        *        *        power  always  be  invested  therein." 

But  the  building  does  not  seem  to  have  been  finally  completed,  belfry 
and  all,  until  April,  1739. 

Thus  Robert  Lenthal,  and  after  him  John  Jethro  and  Thomas  Fox, 
schoolmasters,  had  buildings  in  which  to  teach,  and  had,  moreover,  an 
allotted  salary  from  the  income  of  the  school  lands.  Thomas  Fox  atone 
time  had  the  salary  of  £2,  which  would  now  hard]}-  procure  the  services 
of  a  first  class  teacher  ;  but  as  the  whole  school  lands  were  let  for  £8,  it  is 
evident  that  a  little  money,  in  those  days,  bought  a  good  deal.  Farther 
details  of  these  negotiations  sometimes  occur  as  follows  : 

"  Quarter  meeting,  April  17,1709. — Mr.  William  Gilbert  being  chosen  school- 
master for  ye  town  of  Newport,  and  proposing  that  upon  conditions,  the  quarter 
meeting  grant  him  of  the  benefit  of  the  school  land,  viz.,  the  chamber  and  sellar 
and  the  profit  arising  from  ye  school  land  in  this  part  of  the  town,  and  some 
conveniency  for  keeping  of  fire  in  the  winter  season,  he  is  willing  to  teach 
school  for  the  year  ensuing,  and  to  begin  the  second  Monday  in  May  next,  voated 
and  allowed  an  act  of  the  quarter  meeting." 

Eighteen  months  later  (October  4,  1710)  came  this  step  toward  "the 
higher  education." 

"  The  petition  of  Mr.  Gallaway,  for  the  liberty  of  teaching  of  a  latin  school  in 
the  two  little  rooms  in  the  school-house  of  this  town,  is  hereby  granted." 

In  1729,  it  seems,  besides  the  central  school  of  Newport,  there  were 
two  schoolmasters,  paid  £10  each,  "  in  the  woods  part  of  the  town."  This 
part  was  set  off  as  Middletown,  in  1743,  after  which  there  was  apparently 
but  the  central  school  again.  The  first  schoolmaster  chosen  in  annual 
town  meeting  was  John  Callender,  June  3,  1746.  This  gentleman  was 
also  pastor  of  the  First  Baptist  Church,  and  was  the  author  of  the  histor- 


Colonial   Schools.  7 

ical  discourse  alreacty  quoted.  It  was  a  centennial  address  delivered  in 
1738,  in  commemoration  of  the  first  settlement  of  the  island.  Mr.  Cal- 
lender  was  again  chosen  schoolmaster  in  1747,  and  died  during  the  Jan- 
uaiy  following,  being  succeeded  by  "  Terrence  Donally,"  whose  name 
indicates  his  origin. 

In  1763,  the  town  voted  to  sell  a  portion  of  the  school  lands,  and  the 
purchase  mone}'  was  assigned  to  be  used  as  follows  : 

"Voted,  That  ye  monies,  arising  by  the  sale  of  said  lots  and  also  ye  animal 
quit  rents  forever,  shall  be  paid  to  ye  town  treasurer,  for  ye  time  being,  and  yt 
ye  same  shall  be  a  fund  for  ye  schooling  and  educating  of  poor  children,  accord- 
ing to  ye  discretion  of  ye  town  council,  for  ye  time  being,  who  are  hereby  em- 
powered to  direct,  regulate  and  manage  ye  said  charity  in  behalf  of  said  town 
to  ye  best  advantage,  according  to  ye  true  intent  and  meaning  thereof." 

But  it  appears  that  the  town  school-house  was  destroyed  by  fire,  in 
1774,  and  that  for  the  next  half  century,  no  school  was  supported  from 
the  income  of  the  school  land.  Thus  ended  the  first  experiment  at  public 
education  in  the  leading  settlement  of  Rhode  Island.* 

The  first  public  action  in  behalf  of  education  in  Providence  took 
place  in  May,  1663,  when  the  proprietors  passed  the  following  order: 
"  It  is  agreed  by  this  present  Assembly  that  one  hundred  acres  of  up- 
land and  six  acres  of  meadow  (or  lowland  to  the  quantity  of  eight 
acres,  in  lieu  of  meadow)  shall  be  laid  out  within  the  bounds  of  this 
town  of  Providence  ;  the  which  land  shall  be  reserved  for  the  mainte- 
nance of  a  school  in  this  town  ;  and  that  after  the  said  land  is  laid  out, 
•and  the  bounds  thereof  set,  it  shall  be  recorded  in  our  town  records,  ac- 
cording to  the  bounds  fixed,  and  shall  be  called  by  the  name  of  the 
school  lands  of  Providence." 

Judge  Staples,  in  his  Annals  of  Providence,  states  that  "  this  is  the 
earliest  grant  now  to  be  found  in  the  records,  and  the  earliest  reference 
to  a  school  or  any  means  of  education.  From  a  petition  of  Jolin  Whip- 
ple, Jr.,  in  the  files  of  the  city  clerk's  office,  presented  to  the  town,  Jan- 
uaiy  28,  1684,  it  appears  that  a  whole  purchase  right  of  land  had  long 
before  that  time  been  set  apart  for  the  use  and  benefit  of  a  school. "f 
In  1696,  again,  a  piece  of  land  was  assigned  to  certain  persons  for  the 
erection  of  a  school-house.  The  same  thing  took  place  in  1751  ;  and 
earlier  than  this,  (in  1725,)  Mr.  George  Taylor  had  the  use  of  a  room  in 
the  State  House   to  keep  a  school  in.     The  first  reference  to   a  town 

*  The  passages  in  the  early  town  records  bearing  on  education  have  been  carefully 
transcribed  by  the  Probate  Clerk  oi'Newport.Mr.  Benjamin  B.  Rowland,  and  were  printed 
in  the  Newport  Mercury  of  Dec.  4,  18.  1875;  Jan.  15,  29, 1876.  Compare  Barnard's  Journal,  III., 
145. 

f  Staples'  Annals  of  Providence,  p. 492. 


8  Rhode   Island. 

school-house  is  found  in  the  records  of  1752,  and  it  is  probable  that  the 
town  simply  allowed  the  schoolmaster  the  use  of  it,  at  a  fixed  rent,  the 
pupils  paying  him  for  his  services.  At  a  town-meeting  held  December 
2,  1767,  the  citizens  went  so  far  as  to  vote  to  build  "  three  school-houses 
for  small  children  and  one  for  youth,  to  provide  instructions,  and  pay 
the  expense  from  the  treasury,  and  these  schools  to  be  under  the  super- 
vision of  the  school  committee."  A  plan  for  the  organization  of  these 
schools  was  reported  by  the  committee,  through  Governor  Jabez  Bowen, 
and  ma}*  be  found  in  the  pages  of  Staples'  Annals  of  Providence.  It  is  an 
admirable  report,  and  is  based  upon  this  wide  provision  :  "  That  every 
inhabitant  of  this  town,  whether  they  be  free  of  the  town  or  not,  shall  have 
and  enjoy  an  equal  right  and  privilege  of  sending  their  own  children,  and 
the  children  of  others  that  ma}-  be  under  their  care,  for  instruction  and 
bringing  up,  to  any  or  all  of  the  said  schools." 

It  appears,  however,  that  this  beneficent  project  was  defeated,  and  the 
grounds  of  defeat  are  thus  quaintly  given  by  Moses  Brown,  another 
member  of  the  committee  reporting  the  plan  : 

"  17G8.  Laid  before  the  town  by  the  committee,  but  a  number  of  the  inhabit- 
ants (and  what  is  most  surprising  and  remarkable  the  plan  of  a  Free  School, 
supported  by  a  tax,  was  rejected  by  the  Poorer  sort  of  the  people,)  being 
strangely  led  away  not  to  see  their  own  as  well  as  the  public  interest  therein, 
(by  a  few  objectors  at  first,)  either  because  they  were  not  the  projectors,  or  had 
not  public  spirit  to  execute  so  laudable  a  design,  and  which  was  first  voted  by 
the  town  with  great  freedom.     M.  B." 

Rejecting  this  liberal  plan,  the  town,  after  several  abortive  efforts, 
built  a  school-house  jointly  with  private  proprietors,  the  town  owning 
only  the  lower  story,  and  appointing  masters  to  teach  what  was  appar- 
ently a  free  school.  The  town  passed  rules  for  both  schools  and  appointed 
a  committee  to  visit  both  public  and  private  schools.  This  was  the  condi- 
tion of  affairs  in  Providence  until  after  the  American  Revolution.* 

The  first  schoolmaster  in  Providence,  of  whom  any  definite  memorial 
remains,  wasWilliam  Turpin, whose  earliest  record  is  on  June  11th,  1684, 
when  he  executpd  an  indenture  with  William  Hawkins  and  Lydia  his* 
wife,  "  to  furnish  Peregrine  Gardner  with  board  and  schooling  one  year 
for  six  pounds  ;  forty  shillings  of  which  in  beef  and  pork ;  pork  at 
two-pence,  and  beef  at  three  pence  half-penny,  per  lb. ;  twenty  shillings 
in  corn,  at  two  shillings  per  bushel ;  and  the  balance  in  silver  money." 
This  instrument  is  in  the  handwriting  of  Mr.  Turpin,  and  according  to 
Judge  Staples,  does  him  credit  in  point  of  chirograph}'.  During  the 
following  January,  he  presented  this  petition  to  the  town  : 

*  Staples'  Annals  of  Providence,  pp.  492-502. 


Colonial  Schools.  9 

"  The  humble  request  of  William  Turpin,  now  schoolmaster  of  the  said  town, 
is,  that  whereas  there  was  a  parcel  of  land  formerly  granted  by  the  ancestors  of 
said  town,  and  was  to  be  to  the  use  and  benefit  of  a  schoolmaster,  as  by  the 
records  of  the  town  book  will  more  at  large  appear,  which  said  order  or  grant 
was  read  to  me  in  the  presence  of  several  gentlemen,  that  were  the  occasion  of 
my  settling  at  this  town,  who  promised  to  be  instrumental  in  the  performance 
thereof.  Gentlemen,  my  desire  is  that  the  aforesaid  land  may  be  forthwith  laid 
out,  according  to  the  said  order  or  grant,  and  that  the  said  master  or  his  heirs 
may  be  invested  in  the  said  land,  so  long  as  he  or  any  of  them  shall  maintain 
the  worthy  art  of  learning.  Thus  leaving  it  to  you,  gentlemen,  to  give  a  speedy 
answer,  according  as  you  shall  think  meet,  I  rest  yours  to  command. 

William  Turpin."* 

There  is  no  record  as  to  the  answer  given  to  this  petition,  nor  does  it 
appear  how  long  the  petitioner  could  "  maintain  that  worthy  art  of 
learning;."  He  must  have  been  a  man  of  some  weight  and  influence  as 
he  was  afterwards,  successively,  town  representative,  town  clerk  and 
town  treasurer. 

Thus  much  for  Newport  and  Providence.  In  Barrington,  then  a  part 
of  Swansea,  Mass.,  a  school  was  established  in  1 673,  "three  years  after  old 
Plymouth  had  voted  a  free  school  within  her  borders,"  "for  the  teaching  of 
grammar,  rhetoric  and  arithmetic,  and  the  tongues  of  Latin.  Greek  and 
Hebrew,  also  to  teach  English  and  to  write."  Of  this  school  Rev.  John 
M\  les  was  appointed  teacher  "  at  a  salary  of  £40  per  annum  in  current 
country  pay."  It  is  probable  that  this  included  his  clerical  services  also, 
as  one  of  his  successors  had  but  £18  per  year,  "  one  quarter  in  money 
and  the  other  three  quarters  iu  provisions  at  money  price,"  and  another 
had  "£12  current  money  of  New  England,  to  be  paid  quarterl\T,  and  the 
town  to  '  pay  for  his  diet',"  besides  20s.  "  toward  the  keeping  of  his 
horse."  Each  of  these  teachers  was  expected  "  to  teach  in  the  several 
places  of  the  town  by  course,"  so  that  the  horse  was  quite  essential.! 

In  Bristol  it  appears  that  the  original  proprietors,  in  1G80,  granted 
land  "  for  the  common  improvement,  for  the  encouragement  and  use  of 
an  able  orthodox  minister,  and  for  the  use  and  encouragement  of  an  able 
schoolmaster  in  the  town."  The  first  recorded  act  of  the  citizens  of 
Bristol  in  regard  to  schools  is  dated  in  September,  1682,  when  it  was 
voted : 

"  That  each  person  that  hath  children  in  town  ready  to  go  to  school,  shall 
pay  three  pence  the  week  for  each  child's  schooling  to  the  schoolmaster,  and 
the  town  by  rate  according  to  each  ratable  estate  shall  make  the  wages  to  amount 

*  Staples'  Annals  of  Providence,  p.  494. 
f  Stone's  Hist.  R.  I,  Inst.  p.  9. 


10  Khode  Island. 

to  £24:  the  year.  The  selectment  to  look  out  a  grammar  schoolmaster  and  use 
their  endeavor  to  obtain  £5  of  the  cape  money  granted  for  such  an  end." 
"September,  1G84,  voted  £24  the  year  for  Mr.  Cobbitt,  he  officiating  in  the 
place  of  a  schoolmaster  in  this  town."* 

These  seem  to  have  been  the  main  attempts  made,  before  the  Revolu- 
tion, to  establish  popular  education  in  the  Rhode  Island  towns.  There 
were  also  some  local  e  -orts  for  the  instruction  of  the  Indians,  of  whom 
there  were,  in  1730,  nearly  a  thousand  (985),  in  the  colony.  These 
efforts  began  with  a  gift  of  land  made  by  «;udge  Sevvall,  for  that  purpose, 
to  Harvard  College,  in  1G96.  The  colored  population  was  still  more 
numerous  and  the  Newport  Mercury,  of  March  29,  1773.  contained  the 
folLwing  advertisement : 

"  Whereas  a  school  was  established,  several  years  past,  in  the  town  ot  New- 
port, by  a  society  of  benevolent  clergymen  of  the  church  of  England,  in  Lon- 
don, with  a  handsome  fund  for  a  mistress  to  instruct  thirty  negro  children  in 
reading,  sewing,  &c.  And  whereas  it  hath  hitherto  been  found  difficult  to 
supply  the  said  school  with  the  number  of  children  required ;  notice  is  hereby 
given,  that  the  said  school  is  now  kept  by  Mrs.  Mary  Brett,  in  High  Street, 
nearly  opposite  to  judge  Johnston's,  and  is  open  to  all  societies  in  the  town,  to 
send  their  young  blacks,  to  the  number  of  thirty;  And,  provided,  that  the  num- 
ber cannot  be  nearly  kept  up  for  the  future,  the  gentlemen  to  whose  care  and 
direction  the  said  school  has  been  entrusted  will  be  obliged  to  give  it  up  entirely 
at  the  expiration  of  six  months." 

As  the  colored  population  of  Newport  must  at  this  time  have  com- 
prised seven  or  eight  hundred,  (having  numbered  649  in  1730,)  it 
certainly  seemed  discouraging  that  "all  societies"  could  not  furnish 
thirty  pupils.  But  the  appeal  seems  to  have  been  successful,  and  Mrs. 
Brett,  at  any  rate,  renewed  the  advertisement  of  her  school,  still  address- 
ed to  "  all  societies,"  in  tin  Mercury  for  March  14,  1774. 

Furnishing  an  unconscious  link  between  these  slave-children  and  the 
more  favored  class,  the  same  newspaper,  on  April  19,  1773,  shows  us 
Peleg  Barker,  Jr.,  advertising  his  '•  morning  and  afternoon  school  for 
young  misses,"  adding  in  the  same  advertisement  that  "  he  has  for  sale 
a  likely,  well-limbed  negro  lad,  eleven  years  old."  Rising  to  a  higher 
flight  of  culture,  Francis  Vandeleur  advertises  (October  17,  1774,)  that 
he  is  ready  to  teach  French  and  Italian  to  young  ladies  at  their  dwell- 
ings. It  was  to  Francis  Vandeleur,  perhaps,  that  the  lovel}'  Hunters 
and  Champlins,  of  that  day,  owed  the  French  accent,  be  it  better  or  worse, 
with  which  they  charmed  the  hearts  of  Lauzun  and  Deux-Ponts. 

*Barnard's  Journal,  R.  I.  Inst.,  Ill,  157. 


Colonial  Schools.  11 

It  is  rare  to  find  in  the  school  advertisements  of  that  period,  any  dis- 
tinct recognition  of  young  girls  as  pupils  ;  and  even  when  this  appears, 
it  is  sometimes  evident  from  the  hours  announced,  that  they  were  ad- 
mitted only  at  times  not  devoted  to  hoys.  Thus  in  May,  17G7,  a  school 
was  advertised  in  Providence  for  the  instruction  of  young  ladies  in  writ- 
ing and  arithmetic;  and  the  hours  were  from  G  to  7.30  a.  m.,  and  from 
4.30  to  6  p.  m. — the  price  of  tuition  being  $2  per  quarter.  There  was  a 
teacher  of  French  at  Providence  in  1773.  The  demand  for  ornamental 
accomplishments  seems  to  have  made  itself  manifest  earlier  than  this, 
for  in  1763,  the  want  of  a  teacher  of  dancing  had  been  found  an  evil  so 
serious  that  a  correspondent  of  the  Providence  Gazette  expressed  the 
opinion  that  "  a  competent  teacher  who  could  play  his  own  fiddle," 
would  meet  with  encouragement  in  Providence.  This  suo-o-estion  led 
to  a  long  controversy,  in  that  newspaper,  as  to  the  comparative  merits 
of  dancing-master  and  spinning-wheel ;  but  the  dancing-master  arrived 
soon  after,  and  has  certainly  held  his  own  against  the  spinning-wheel, 
down  to  the  present  clay. 

In  the  reminiscences  of  an  aged  citizen  of  Providence,  Samuel  Thur- 
ber,  as  recorded  by  himself  for  Judge  Staples,  there  are  the  following 
facts   in  regard  to  education  before  the  Revolution  : 

"  As  respects  schools,  previous  to  about  the  year  1770,  they  were  but  little 
thought  of;  there  were  in  my  neighborhood  three  small  schools,  perhaps  about 
a  dozen  scholars  in  each.  Their  books  were  the  Bible,  spelling-book,  and 
primer.  One  kept  by  John  Foster,  Esq.,  in  his  office;  one  by  Dr.  Benjamin 
West.  Their  fees  were  seven  shillings  and  sixpence  per  quarter.  One  kept  by 
George  Taylor,  Esq.,  for  the  church  scholars.  He,  it  was  said,  received  a  small 
compensation  from  England.  Besides  these,  there  were  two  or  three  women 
schools.  When  one  had  learned  to  read,  write  and  do  a  sum  in  the  rule  of  three, 
he  was  fit  for  business.  *  *  *  The  Rev.  James  Manning  did  great  things  in 
the  way  of  enlightening  and  informing  the  people.  Schools  revived  by  means 
of  his  advice  and  assistance.  Previous  to  him  it  was  not  uncommon  to  meet 
with  those  who  could  not  write  their  names."* 

This  important  testimony  links  Brown  University-  with  the  history  of 
public  education  in  Rhode  Island.  This  Dr.  Manning  was  President  of 
Rhode  Island  College  at  the  time  of  its  removal  to  Providence  in  1770, 
and  the  impulse  given  by  him  might  have  made  itself  felt  throughout 
the  State,  but  for  the  absorbing  excitements  of  the  Revolution.  A  colony 
which  saw  one  of  its  chief  towns  in  actual  possession  of  the  enemy  could 
hardly  give  much  attention  to  school-books  or  school-houses.  The  conflict 
left  the  young  State  terribly  depleted  and  impoverished,  and  it  had 
scarcely  recovered  itself  when  it  was  urged  on  to  the  adoption  of  a  school 
system,  by  the  far-seeing  public  spirit  of  one  man. 

♦Staples'  Annals  of  Providence,  pp.  515,  533,  601-2. 


II.    JOHN  HOWLANl)  AND  HIS  ENTERPRISE. 

(1776-1803.) 


The  public  school  system  of  Rhode  Island  dates  back,  as  distinctly  as 
can  be  the  case  with  an}'  institution,  to  the  labors  of  one  man  ;  and  that 
man  neither  highly  educated,  nor  wealthy,  nor  occupying  what  was,  or 
is  held  as  a  peculiarly  elevated  social  position.  John  Howland  was  burn 
in  Newport  in  1757,  and  was  sent  to  Providence  at  thirteen  to  be  a  hair- 
dresser's apprentice.  At  eighteen,  he  enlisted  in  the  Revolutionary 
army,  where  he  remained  eighteen  months,  and  among  other  experiences 
fought  under  Washington  at  Trenton.  After  his  return  to  Providence 
he  seems  still  to  have  served  as  barber  to  high  military  functionaries, 
recording  in  his  diary  his  professional  attendance  on  General  Prescott, 
General  Arnold  and  General  Gates.  Later  he  had  a  shop  of  his  own, 
which  was  a  favorite  resort  of  the  leading  people  of  the  town,  so  that 
Judge  Thacher,  of  Massachusetts,  records  in  his  diary  that  he  was  recom- 
mended to  go  and  be  shaved  by  Mr.  Howland  as  the  best  preliminary  to 
an}'  important  information  on  subjects  of  local  history.  In  later  life  he 
was  treasurer  of  the  first  savings  bank  in  Providence,  was  President  of 
the  Rhode  Island  Historical  Society,  and  atoned  to  his  conscience  for 
his  early  share  in  war  by  assisting  in  the  formation  of  a  Peace  Society, 
of  which  he  was  also  President.  He  was  also,  happily  for  the  commu- 
niry,  a  member  of  the  Mechanics'  Association  ;  and  it  was  through  this 
body  that  he  began  to  work  for  a  system  of  public  schools.  We  fortu- 
nately have  his  record  of  the  events  of  that  time,  and  the  history  of  the 
agitation  may  be  given  in  his  own  graphic  language  : 

"  In  1789,  the  Mechanics'  Association  was  formed,  and  in  this  bod}r  begun  the 
agitation  that  led  to  the  establishment  of  public  schools.  When  we  came  to- 
gether in  our   association,  we  made  the  discovery  of  our  deficiencies.     There 


John  Holland's   Enterprise.  13 

were  papers  to  be  drawn,  and  various  kinds  of  writing  to  be  done,  that  few  of 
us  were  competent  to  execute.  Then  we  began  to  talk.  The  question  was  asked, 
ought  not  our  children  to  have  better  advantages  of  education  than  we  have  en- 
joyed? And  the  answer  was,  yes.  Then  it  was  asked,  how  shall  those  advan- 
tages be  secured?  The  reply  was,  we  must  have  better  schools.  So  when  we 
had  talked  the  matter  over  pretty  thoroughly  among  ourselves,  we  began  to 
agitate.  As  I  was  something  of  a  talker,  and  had  practiced  writing  more  than 
most  of  my  associates,  a  good  deal  of  this  work  fell  to  my  lot.  And  I  was  very 
willing  to  do  it,  because  I  felt  and  saw  its  importance.  So  I  wrote  a  number  of 
pieces  for  the  newspaper,  and  tried  to  induce  others  to  do  the  same.  I  prevailed, 
however,  with  only  one,  Grindall  Reynolds.  He  felt  as  I  did  about  the  the  mat- 
ter, and  wrote  a  piece  for  the  Gazette  in  favor  of  schools.  We  had,  indeed,  the 
good  will  of  many  educated  men.  There  were  Thomas  P.  Ives,  Thomas  L.  Hal- 
sey,  David  L.  Barnes,  and  others,  who  had  been  educated  in  the  public  schools 
in  Massachusetts,  all  of  whom  understood  our  wants  and  favored  our  movement. 
Governor  Bowen  and  the  Bowen  family  were  also  friendly.  So  was  Governor 
William  Jones.  We  met  no  opposition  from  the  wealthy,  but  the}7  having  the 
advantages  for  their  sons  and  daughters  that  wealth  can  always  procure,  did 
not  feel  as  we  poor  mechanics  did.  They  were  not  active.  In  this  beginning  of 
the  movement,  they  seemed  willing  to  follow,  but  were  unwilling  to  lead  the 
way.  It  is  a  curious  fact,  that  throughout  the  whole  work,  it  was  the  most  un- 
popular with  the  common  people,  and  met  with  the  most  opposition  from  the  class 
it  was  designed  to  benefit.  I  suppose  this  was  one  reason  why  the  most  influ- 
ential citizens  did  not  take  hold  of  it  heartily  in  the  beginning.  They  thought 
its  success  doubtful,  and  did  not  wish,  in  a  public  way,  to  commit  themselves 
to  an  enterprise  that  would  curtail  their  popularity  and  influence.  This  was  not 
the  case  with  all,  but  it  was  so  with  many. 

"  The  more  we  discussed  the  subject,  the  greater  became  its  importance  in  our 
eyes.  After  a  good  deal  of  consultation  and  discussion,  we  got  the  Mechanics' 
Association  to  move  in  the  matter.  This  was  an  important  point  gained,  and 
an  encouragement  to  persevere.  A  committee  was  chosen  to  take  up  the  subject. 
Of  this  committee  I  was  a  member.  They  met  at  my  house,  and  after  due  de- 
liberation, it  was  resolved  to  address  the  General  Assembly.  I  told  them,  that 
as  neither  of  us  were  qualified  to  draw  up  a  paper  in  a  manner  suited  to  go 
before  that  body,  we  had  each  better  write  a  petition  embodying  our  individual 
views,  and  bring  it  to  our  next  meeting.  Out  of  these  mutual  contributions  we 
could  prepare  a  petition  that  would  do.  This  was  agreed  to,  and  the  committee 
separated.  When  we  next  met,  it  was  found  that  but  two  had  been  written  ac- 
cording to  previous  recommendation.  Those  were  by  William  Richmond  and 
myself.  Richmond  then  read  his.  It  was  in  the  usual  petition  style,  ending,  '  as 
in  duty  bound  will  ever  pray.'  I  told  the  committee  I  did  not  like  the  doctrine 
of  that  paper.  It  was  too  humble  in  tone.  I  did  not  believe  in  petitioning  leg- 
islators to  do  their  duty.  We  ought,  on  the  contrary,  in  addressing  that  body, 
to  assume  a  tone  of  confidence  that  with  the  case  fairly  stated,  they  would  de- 
cide wisely  and  justly  for  the  rising  generation.  I  then  took  out  my  mem- 
orial and  read  it.  It  was  not  in  the  shape  of  an  'humble  petition.'  It  expressed 
briefly  our  destitution,  and  the  great  importance  of  establishing  free  schools  to 
supply  it.     It  received  the  approbation  of  the  committee,  and  was  adopted. 


14  Rhode  Island. 

"  This  memorial  was  presented  to  the  General  Assembly  in  the  name  of  onr 
association.  It  was  there  warmly  debated,  and  after  pretty  severe  opposition, 
the  Assembly  referred  the  whole  subject  to  a  committee,  with  directions  to 
report  by  bill.  This  bill,  embodying  a  general  school  system,  was  drawn  up  by 
James  Burrill,  jr.,  Attorney  General  of  Rhode  Island.  I  was  with  him  all  the 
while,  and  he  readily  complied  with  my  suggestions. 

"  When  the  bill  was  reported,  the  Assembly  was  afraid  to  pass  it,  until  the 
sense  of  the  towns  could  be  obtained.  So  it  was  printed,  and  sent  out  to  the 
freemen  for  instructions.  The  great  object  now  was  to  get  the  towns  to  vote 
right.  When  the  subject  came  before  the  town  meeting  in  Providence,  I  moved 
that  a  committee  be  appointed  to  prepare  instructious  to  our  representatives, 
and  report  at  the  present  meeting.  This  was  carried,  and  William  Richmond, 
Samuel  W.  Bridgham,  afterwards  our  first  mayor,  George  R.  Burrill,  Wm. 
Larned,  and  myself,  were  constituted  the  committee.  It  was  now  late  in  the 
afternoon,  and  Bridgham,  said,  '  Mr.  moderator,  this  is  an  important  matter. 
It  will  require  some  time  to  draft  instructions,  and  as  it  is  now  almost  night,  I 
think  the  subject  had  better  be  postponed  until  the  next  town  meeting.'  'Never 
fear,'  replied  Richard  Jackson,  the  moderator,  'I  guess  Howland  has  them 
already  written  in  his  pocket.'  '  O,'  rejoined  Bridgham,  '  I  didn't  think  of  that 
— then  we  can  go  oil."  The  committee  accordingly  retired  to  the  office  of 
George  R.  Burrill  for  consultation.  The  questions  then  came  up,  what  shape 
shall  the  instructions  take?  Who  shall  write  them?  Various  opinions  were  ex- 
pressed, but  I  kept  silent.  Bridgham  then  turned  to  me  and  said,  '  what  do  you 
think,  Mr.  Howland?'  I  had  anticipated  the  course  of  events,  and  was  prepared 
to  answer  the  question.  I  had  set  up,  the  night  before,  till  11  o'clock,  to  pre- 
pare a  document  I  intended  to  submit  to  the  town  meeting.  I  therefore  said  to 
the  committee,  '  I  have  got  my  opinion  in  my  pocket.  If  you  wish  to  hear,  I 
will  read  it.'  '  Let  us  hear,  by  all  means,'  was  the  reply.  So  I  took  out  my 
document,  and  read  it.  When  I  got  through,  Burrill  said,  'well,  that  is  just 
what  we  want.  All  we  need  do  is  to  sign  our  names.'  They  accordingly  signed 
it,  without  suggesting  any  alteration,  and  we  returned  and  reported  it  to  the 
meeting.  The  paper  was  adopted  by  the  town,  as  its  instructions  to  its  repre- 
sentatives. 

"  But  though  Providence  was  thus  committed  to  the  good  work,  the  country 
towns  generally  were  not  so  safe.  In  many,  the  movement  was  decidedly  un- 
popular, and  there  was  ground  for  apprehension  that  it  might  fail.  One  of  the 
most  influential  men  in  the  State  councils  was  then  a  resident  of  Newport.  I 
felt  very  anxious  to  secure  the  favorable  expression  of  that  town.  I  therefore 
wrote  to  the  town  clerk,  urging  him  to  get  an  article  inserted  in  the  warrant  for 
the  town  meeting,  to  instruct  their  representatives  to  vote  for  the  bill  before 
the  Assembly.  And  so  fearful  was  I  that  this  precaution  would  be  neglected, 
that  I  made  a  special  journey  to  Newport  to  secure  the  measure.  Much  to  my 
gratification,  Newport  voted  for  the  instructions,  and  valuable  services  were 
rendered  by  Mr.  George  Champlin,  the  principal  representative  from  that  town. 
Essential  aid  was  also  rendered  by  a  member  from  Smithfield. 

"  At  the  autumn  session,  (1799,)  the  bill  passed  the  House  of  Representatives, 
and  was  sent  up  to  the  Senate.  That  body  was  afraid  to  pass  it,  and  did  not 
dare  reject  it.     So  with  other  unfinished  business,  they  laid  it  over  until  the 


John   Howland's   ExTERrniSE.  15 


next  session.  The  Assembly  met  in  February  in  tins  town.  I  resolved  to  per- 
severe in  my  efforts  to  get  the  school  bill  passed.  I  saw  the  secretary,  and  at 
my  suggestion,  he  placed  the  deferred  bill  among  the  papers  first  to  be  called 
up. 

"One  day,  in  the  early  part  of  the  session,  I  met  Joel  Metcalf,  a  man  of 
strong  good  sense,  who  had  interested  himself  in  the  matter  of  public  schools. 
'  Come,'  said  I,  '  yon  and  I  must  go  up  to  the  Senate  to-day  and  get  them  to  call 
np  the  school  bill.'  '  Well,'  he  replied,  '  I  don't  know  as  we  can  influence  that 
honorable  body.'  'We  can  try,'  I  responded.  And  so  we  went.  We  saw  John 
Innis  Clarke,  a  senator,  and  told  him  our  errand.  '  Well,'  said  he,  'the  gover- 
nor and  senate  are  to  dine  with  me  to-day,  and  I  will  do  what  I  can  to  secure 
favorable  action.'  We  left,  and  went  up  to  the  senate  chamber  in  the  afternoon. 
As  soon  as  I  opened  the  door,  Clarke  rose  and  came  to  me,  and  said,  '  the  school 
bill  has  just  passed.'  'Was  it  opposed?'  I  inquired.  'No,'  he  replied.  'I 
called  it  up,  and  it  was  passed  without  a  word  in  opposition.'  Thus  we  achieved 
our  great  State  triumph — not  of  long  duration  indeed,  as  the  act  was  repealed 
in  1803,—  but  long  enough  to  secure  a  permanent  blessing  to  Providence. 

"I  shall  not  confine  my  narrative  to  the  strict  order  of  dates,  as  I  have  no 
minutes  of  the  events  I  am  relating  by  me.  My  object  is  to  give  a  brief  view 
of  the  part  I  took  in  this  work.  The  town  resolved  to  establish  four  schools, 
three  on  the  east,  and  one  on  the  west  side  of  the  river.  I  was  on  a  committee 
to  carry  out  the  design.  Having  made  a  motion  in  town  meeting,  June  3, 
1799,  that  a  committee  be  appointed  to  purchase  the  shares  held  by  the  proprie- 
tors of  '  Whipple  Hall,'  and  the  brick  school-house,  standing  near  the  State 
house,  I  was  made  chairman,  and  entered  at  once  upon  my  duties.  The  other 
members  of  the  committee  were  Richard  Jackson,  jr.,  and  John  Carlile.  After- 
noon after  afternoon,  accompanied  by  Paul  Allen,  I  traversed  the  north  end  in  search 
of  the  proprietors.  Sometimes  we  found  one  at  home,  and  another  in  the  street. 
In  this  way,  we  picked  up  forty-five  shares,  at  §10  each — I  making  the  contract, 
and  Allen,  as  justice  of  the  peace,  legalizing  it.  Five  of  the  old  proprietors  we 
never  could  find,  nor  could  we  ascertain  who  were  their  heirs.  To  this  day, 
they  have  not  been  purchased.  One  of  the  proprietors,  a  sturdy,  self-willed 
man,  at  first  refused  to  sell.  He  '  was'nt  going  to  educate  other  people's  child- 
ren.' But  after  being  made  to  see  that  the  system  would  go  on,  and  his  refusal 
would  injure  no  body  but  himself,  (the  town  then  owning  over  forty  shares,  and 
thus  able  to  control  the  house,)  he  relented,  and  acceded  to  our  terms.  We  next 
bought  the  brick  school-house.  This  was  more  easily  done,  as  the  principal 
number  of  shares  was  in  the  hands  of  Moses  Brown,  and  the  town  already 
owned  the  land  on  which  the  building  stood.  These  shares  were  purchased  at 
$10.50  each.  It  was  not  so  easy,  however,  to  obtain  the  lot  wanted  for  a  school 
house  site  at  the  south  end.  This  land  belonged  to  a  gentleman  who  was  un- 
willing to  have  a  school  of  two  hundred  scholars  so  near  his  house  and  garden. 
I  was  not  on  the  commiitee  to  make  this  purchase,  but  when  I  heard  lie  had  re- 
fused to  sell,  I  went  to  see  him.  I  asked  the  ground  of  his  objections.  He 
said  if  a  school  was  established  there,  the  neighborhood  would  be  a  perfect 
bedlam  every  time  it  was  dismissed.  Besides,  his  garden  would  be  robbed  of 
all  its  fruit.  These  were  very  natural  fears.  But  I  assured  him  they  were 
groundless.     Under  our  rules,  the  school  would  be  dismissed  by  classes,  and  not 


16  Rhode  Island. 

permitted  to  loiter  about  the  premises,  and  as  to  his  garden,  so  strict  a  watch 
would  be  kept  over  the  scholars,  that  his  fruit  would  be  safer  than  ever.  I  can- 
not repeat  all  my  arguments  on  the  occasion.  It  is  sufficient  to  say,  that  before 
I  left  him,  he  consented  to  sell. 

"  Some  time  after,  when  the  schools  had  gone  fairly  into  operation,  the  town 
council,  accompanied  by  the  school  committee,  made  their  first  visit  to  this 
school.  When  opposite  his  residence,  I  requested  the  company  to  pause  till  I 
went  in  and  invited  him  to  go  with  us.  They  did  so.  I  went  in  and  said,  '  I 
have  been  deputed  by  the  honorable  town  council  and  the  school  committee,  to 
invite  you  to  accompany  them  in  their  first  visit  of  examination  to  the  Transit 
street  school.  He  appeared  gratified  with  the  attention,  and  readily  complied 
with  our  invitation.  I  Mill  not  say  there  was  not  a  little  policy  in  this.  At  all 
events,  it  had  a  good  effect.  Our  skeptical  friend  was  delighted  with  all  he  saw 
and  heard,  and  was  ever  after  a  firm  supporter  of  the  public  schools. 

"  Among  the  exercises  of  this  occasion,  was  a  poetic  address  made  to  the 
gentlemen  of  the  honorable  council  and  committee.  It  was  written  by  Paul 
Allen,  and  spoken  by  a  lad  nine  years  of  age. 

"It  was  clear,  that  to  carry  out  our  system  successfully,  a  larger  sum  of 
money  than  hitherto  appropriated  for  schools  must  be  secured.  Here  we  expe- 
rienced the  strongest  opposition,  and  were  in  greatest  danger  of  defeat.  I 
moved,  in  town  meeting,  for  an  appropriation  of  §4,000.  Some  said  it  was  too 
much,  and  others,  hoping  to  defeat  the  motion,  opposed  it  on  the  ground  that 
the  sum  was  insufficient.  After  listening  some  time  to  the  discussion,  I  rose 
and  said,  that  as  there  appeared  to  be  a  difference  of  opinion  in  the  meeting, 
with  a  view  to  obviate  the  last  objection,  I  would  move  the  insertion  of  $G,000 
in  the  place  of  §4,000,  first  proposed.  This  was  seconded  by  one  of  the  oppo- 
nents, thinking  thereby  to  give  the  motion  its  quietus.  Much  to  his  surprise, 
however,  the  motion  was  adopted.  When  the  result  was  announced,  great  ex- 
citement prevailed.  Two  of  the  strongest  opponents  came  up  to  me  and  said, 
'  you  have  taken  us  in — you  have  taken  us  in— we  did'nt  intend  to  vote  you  so 
much  money.'  'You  have  taken  yourselves  in,  and  I  am  glad  of  it,'  I  replied. 
^This  agitation  of  the  school  matter  induced  many  of  the  mechanics  to  attend 
town  meeting,  and  take  an  active  part  in  town  affairs,  who  never  went  before. 
"  April  16,  1800,  the  town  appointed  James  Burrill,  Jr.,  John  Corliss,  Richard 
Jackson,  Jr.,  John  Carlile,  Joel  Metcalf,  William  Richmond  and  myself,  a  com- 
mittee to  devise  and  report  a  plan  for  carrying  the  school  act  into  effect.  This 
plan  I  drew  up.  It  was  reported  to  an  adjourned  town  meeting,  April  2Gth,  and 
adopted. 

"The  first  school  committee  under  the  act  of  the  General  Assembly,  was 
chosen  in  August,  1800.  It  consisted  of  President  Maxcy,  Rev.  Dr.  Gano,  Rev. 
Dr.  Hitchcock,  David  L.  Barnes,  Jabez  Bowen,  Amos  M.  Atwell,  James  Bur- 
rill, Jr.,  William  Jones,  John  Carlile,  and  myself.  The  town  council,  in  con- 
junction with  this  body,  appointed  a  sub-committee  to  draw  up  rules  and  regu- 
lations for  the  government  of  the  schools.  On  this  committee  were  President 
Maxcy,  Rev.  Dr.  Hitchcock,  and  Rev.  Dr.  Gano.  When  nominated,  Dr.  Gano 
said  the  schools  had  his  warmest  wishes  for  success,  but  as  he  was  not  much 
acquainted  with  the  matter,  and  as  Mr.  Howland  had  done  so  much,  and  under- 
stood the  wants  so  well,  he  would  decline  in  his  favor.  His  wish  was  com- 
plied with,  and  I  was  placed  on  this  important  committee. 


John  Rowland's  Enterprise.  17 

"  When  the  work  of  drawing  up  the  rules  came  to  be  done,  to  my  surprise, 
the  burden  of  the  labor  was  assigned  to  me.  President  Maxcy  was  pressed 
with  the  cares  of  the  college,  and  could  not  conveniently  attend  to  the  duty. 
Dr.  Hitchcock's  health  was  declining,  and  though  warmly  devoted  to  the  cause 
of  education,  was  unable  to  give  the  subject  the  attention  it  deserved.  So  it 
was  Jeft  for  me  to  go  on  with  it.  This  was  rather  a  formidable  undertaking, 
but  as  I  had  the  approbation  of  the  literary  gentlemen,  I  boldly  put  my  hand  to 
the  work.  To  aid  me  in  the  matter,  I  sent  to  Boston,  and  procured  the  rules 
established  there,  and  also  a  list  of  the  books  used  in  school.  After  my  rules 
and  regulations  were  prepared,  I  submitted  them  to  the  committee  and  town 
council.  They  were  accepted,  and  adopted  October  16th,  less  than  two  months 
after  my  appointment. 

"Up  to  this  time  I  had  never  seen  a  grammar -a  sorry  confession  for  a 
school  committee  man,  some  may  think — but  observing  that  '  The  Young 
Ladies'  Accidence'  was  used  in  the  Boston  schools,  I  sent  to  the  principal  book- 
seller in  that  town,  and  purchased  one  hundred  copies  for  the  use  of  ours.  For 
whatever  accuracy  I  have  obtained  in  writing,  I  am  indebted  to  observation 
and  practice. 

"  The  introduction  of  grammar  was  quite  an  advance  in  the  system  of  educa- 
tion, as  it  was  not  taught  at  all  except  in  the  better  class  of  private  schools. 
The  same  was  true  of  geography,  which  had  never  been  taught  before.  Geogra- 
phies could  not  be  bought  in  this  town,  so  I  sent  to  Boston  and  purchased  as 
many  as  were  wanted  for  our  schools.  Dr.  Morse,  of  Charlestown,  had  pub- 
lished the  first  volume  of  his  geography,  and  that  was  the  work  we  adopted. 
Many  thought  it  an  unnecessary  study,  and  some  in  private  objected  to  it  be- 
cause it  would  take  oft"  their  attention  from  arithmetic.  But  it  met  with  no 
public  opposition. 

"  To  some  this  recital  may  seem  egotistical.  But  I  have  no  such  feeling.  I 
was  so  constantly  connected  with  the  school  movement,  that  I  cannot  speak  of 
it  without  speaking  of  myself.  I  take  no  improper  pride  in  the  part  I  acted. 
If  better  educated  and  more  influential  men  had  seen  lit  to  take  the  lead,  I 
should  have  been  contented  to  follow.  But  I  felt  that  somebody  must  do  the 
work,  and  as  others  would  not,  I  resolved  that  I  would.  I  thank  a  kind  Provi- 
dence that  I  have  been  able,  in  my  humble  way,  to  be  of  service  to  my  fellow- 
men;  and  I  wish  to  occupy  no  other  place  in  their  memories,  or  on  the  page  of 
history,  than  that  which  truth  shall  assign  me."* 

The  memorial  mentioned  by  Mr.  Howland  in  the  previous  paper,  was 
in  the  following  form  : 

"  To  the  Honorable  General  Assembly  of  the  State  of  Ehodc  Island  and  Provi- 
dence Plantations,  to  be  holden  at  Greenwich,  on  the  last  Monday  of  Febru- 
ary, A.  D.  1799  : 
"  The  Memorial  and  Petition  of  the  Providence  xlssociation  of  Mechanics  and 

Manufacturers,  respectfully  represents  : — 

*Life  and  Recollections  of  John  Howland,  late  President  of  tlie  Rhode  Island  Histor- 
ical Society,  by  Edwin  M.  Stone,  Providence,  1S57,  pp.  138-118. 

2 


18  Ehode  Island. 

"  That  the  means  of  Education  which  are  enjoyed  in  this  State,  are  very  inade- 
quate to  a  purpose  so  highly  important : 

"  That  numbers  of  the  rising-  generation,  whom  nature  has  liberally  endowed, 
are  suffered  to  grow  up  in  ignorance,  when  a  common  education  would  qualify 
them  to  act  their  parts  in  life  with  advantage  to  the  public,  and  reputation  to 
themselves  : 

"  That  in  consequence  of  there  being  no  legal  provision  for  the  establishment 
of  schools,  and  for  want  of  public  attention  and  encouragement,  this  so  essen- 
tial a  part  of  our  social  duty  is  left  to  the  partial  patronage  of  individuals,  whose 
cares  do  not  extend  beyond  the  limits  of  their  own  families,  while  numbers  in 
every  part  of  the  State  are  deprived  of  a  privilege  which  it  is  the  common  right 
of  every  child  to  enjoy  : 

"  That  when  to  that  respect,  which,  as  individuals  we  feel  ourselves  bound  to 
render  to  the  representatives  of  the  people,  we  add  our  public  declaration  of 
gratitude  for  the  privileges  we  enjoy  as  a  corporate  body,  we  at  the  same  time 
solicit  this  Honorable  Assembly  to  make  legal  provision  for  the  establishment 
of  Free  Schools,  sufficient  to  educate  all  the  children  in  the  several  towns 
throughout  the  State ;  with  great  confidence,  we  bring  this  our  earnest  solici- 
tation before  this  Honorable  Assembly,  from  the  interest  we  feel  in  the  public 
welfare,  and  from  the  consideration  that  our  society  is  composed  of  members 
not  originally  of  any  one  particular  town,  but  assembled  mostly  in  our  early 
years  from  almost  every  town  in  the  State. 

"  That  we  feel  as  individuals,  the  want  of  that  education  which  we  now  ask 
to  be  bestowed  on  those  avIio  are  to  succeed  us  in  life,  and  which  is  so  essential 
in  directing  its  common  concerns.  That  we  feel  a  still  greater  degree  of  confi- 
dence from  the  consideration  that  while  we  pray  this  Honorable  Assembly  to 
establish  Free  Schools,  we  are  at  the  same  time,  advocating  the  cause  of  the 
great  majority  of  children  throughout  the  State,  and  in  particular,  of  those  who 
are  poor  and  destitute — the  son  of  the  widow,  and  the  child  of  distress. 

"  Trusting  that  our  occupation  as  mechanics  and  manufacturers  ought  not  to 
prevent  us  from  adding  to  these  reasons  an  argument  which  cannot  fail  to  ope- 
rate on  those  to  whom  is  committed  the  guardianship  of  the  public  welfare,  and 
that  is,  that  liberty  and  security,  under  a  republican  form  of  government,  de- 
pend on  a  general  diffusion  of  knowledge  among  the  people. 

"  In  confiding  this  petition  and  the  reasons  which  have  dictated  it,  to  the  wis- 
dom of  the  Legislature,  Ave  assure  ourselves  that  their  decision  will  be  such,  as 
will  reflect  on  this  Honorable  Assembly  the  praise  and  the  gratitude,  not  only  of 
the  youth  of  the  present  generation,  but  of  thousands,  the  date  of  whose  exist- 
ence has  not  commenced. 

Kespectfully  submitted  by 

John  Rowland, 
Joel  Metcalf, 
William  Richmond, 
Peter  Grinnell, 
Richard  Anthony, 
Grindall  Reynolds, 
Samuel  Thurber,  Jr., 
Nathan  Fisher, 


j-  Committee. 


The  Fipst  School  Law.  19 

The  subject  was  referred  by  the  General  Assembly  to  a  committee 
which  reported,  in  June,  1799,  a  bill  that  was  ordered  to  be  printed, 
and  to  be  distributed  to  the  several  towns  for  instructions.  In  the  fol- 
lowing October,  a  bill  was  passed  by  the  House  of  Representatives,  but 
it  was  postponed  by  the  Senate  to  the  session  held  in  February,  1800, 
when  it  became  a  law.     The  bill  was  as  follows  : — 

u  AN    ACT    TO    ESTABLISH    FREE    SCHOOLS. 

"  Whereas,  the  unexampled  prosperity,  unanimity  and  liberty,  for  the  enjoy- 
inent  of  which,  this  nation  is  eminently  distinguished  among  the  nations  of  the 
earth,  are  to  be  ascribed,  next  to  the  blessing  of  God,  to  the  general  diffusion  of 
knowledge  and  information  among  the  people,  whereby  they  have  been  enabled 
to  discern  their  true  interests,  to  distinguish  truth  from  error,  to  place  their  con- 
fidence in  the  true  friends  of  the  country,  and  to  detect  the  falsehoods  and  mis- 
representations of  factious  and  crafty  pretenders  to  patriotism  ;  and  this  General 
Assembly  being  desirous  to  secure  the  continuance  of  the  blessings  aforesaid, 
and  moreover  to  contribute  to  the  greater  equality  of  the  people,  by  the  common 
and  joint  instruction  and  education  of  the  whole  : — 

"  Section  1.  Be  it  enacted  by  the  General  Assembly,  and  the  authorities  thereof  , 
and  it  is  hereby  enacted ; — That  each  and  every  town  in  the  State  shall  annually 
cause  to  be  established  and  kept,  at  the  expense  of  such  town,  one  or  more  free 
schools,  for  the  instruction  of  all  the  white  inhabitants  of  said  town,  between 
the  ages  of  six  and  twenty  years,  in  reading,  writing  and  common  arithmetic, 
who  may  stand  in  need  of  such  instruction,  and  apply  therefor. 

'•Sec.  2.  And  be  it  further  enacted,  That  it  shall  be  the  duty  of  the  Town 
Council  of  every  town,  to  divide  said  town  into  so  many  school  districts  as  they 
shall  judge  necessary  and  convenient. 

"  Sec  3.  And  be  it  further  enacted,  That  each  of  the  towns  of  Newport  and 
Providence  shall  cause  to  be  established  and  kept  every  year,  so  many  free 
schools,  and  for  such  terms  of  time,  as  shall  be  equivalent  to  keeping  three  such 
schools  eight  months  each ;  that  each  of  the  towns  of  South  Kingstown, 
Glocester  and  Smithfield  shall  cause  to  be  established  and  kept  every  year,  so 
many  free  schools  as  shall  be  equivalent  to  keeping  three  such  schools  six  months 
each ;  That  each  of  the  towns  of  Portsmouth,  Tiverton,  Little  Compton,  Scituate, 
Cumberland,  Cranston,  Johnston,  Foster,  Westerly,  North  Kingstown,  Charles- 
town,  Exeter,  Richmond,  Hopkinton,  Bristol,  Warwick,  East  Greenwich,  West 
Greenwich  and  Coventry,  shall  cause  to  be  established  and  kept,  in  every  year, 
so  many  free  schools  as  shall  be  equivalent  to  keeping  three  such  schools  four 
months  each;  and  that  the  towns  of  Middletown,  Jamestown,  New  Shoreham, 
North  Providence,  Warren  and  Barrington,  shall  cause  to  be  established  and 
kept,  in  every  year,  so  many  free  schools  as  shall  be  equivalent  to  keeping  one 
such  school  four  months. 

"  Sec  4.  And  be  it  further  enacted,  That  for  the  encouragement  of  institu- 
tions so  useful,  there  shall  be  allowed  and  paid  to  the  Town  Treasurer  of  each 
town,  or  his  order,  out  of  the  general  treasury,  at  the  end  of  every  year,  com- 
puting from  the  first  Wednesday  in  May  next,  twenty  per  centum  of  the  amount 


20  Rhode  Island. 

of  the  State  taxes  of  the  preceding  year  paid  into  the  general  treasury  by  said 
town;  provided  the  said  sum  or  allowance  of  twenty  per  cent,  shall  not  exceed, 
in  the  whole,  the  sum  of  six  thousand  dollars  in  any  one  year. 

"  And  the  town  making  application  to  the  general  treasurer  for  said  allow- 
ance, shall  exhibit  and  deliver  to  him  a  certificate,  signed  by  the  town  council, 
town  treasurer,  and  school  master  or  school  masters  of  such  town,  that  a  school 
or  schools  have  been  established  and  kept  in  said  town,  according  to  the  pro- 
visions of  this  act,  and  specifying  the  number  of  schools  and  the  term  of  time 
for  which  each  school  shall  have  been  kept. 

"  Six;.  5.  And  be  it  further  enacted,  That  the  allowances  aforesaid,  when 
paid  to  the  town  treasurers,  shall  be,  and  remain  exclusively  appropriated  to 
the  establishment  and  support  of  free  schools,  and  shall  be  paid  out,  under  the 
orders  of  the  several  town  councils,  for  the  benefit  of  the  school  or  schools 
which  shall  be  kept  in  the  districts  established  by  them,  as  aforesaid,  in  propor- 
tion to  the  number  of  persons  in  the  several  districts  entitled  to  instruction  in 
the  said  schools,  by  virtue  of  tins  act. 

"  Sec.  6.  And  be  it  further  enacted,  That  if  any  town  shall  neglect,  or  refuse 
to  establish  and  keep  free  schools,  in  the  manner  prescribed  in  this  act,  such 
town  shall  forfeit  all  right  or  claim  to  the  allowance  aforesaid  for  the  year  in 
which  such  neglect  or  refusal  shall  happen,  and  the  said  forfeited  allowances 
shall  make  and  constitute  a  part  of  the  unappropriated  moneys  in  the  general 
treasury ;  and  that  all  certificates  for  obtaining  said  allowances,  shall  be  pre- 
sented to  the  general  treasurer  within  six  months  after  the  expiration  of  the 
year,  within  which  the  said  allowances  shall  have  become  due,  or  the  same 
shall  be  forfeited  as  last  aforesaid. 

';  Sec.  7.  And  be  it  further  enacted,  That  the  general  treasurer  shall  annually 
make  a  report  to  the  General  Assembly  of  the  operation  and  execution  of  this 
act,  accompanied  with  copies  of  the  certificates  aforesaid,  and  an  account  of 
the  allowances  paid  thereon. 

';  Sec.  8.  And  be  it  further  enacted,  That  if  any  school  district  in  any  town 
shall  think  lit  to  keep  a  school  in  said  district  for  a  longer  time  than  the  town 
shall  provide;  for  the  same,  or  to  erect  a  school-house,  or  to  enlarge,  ornament 
or  repair  any  already  erected,  it  shall  and  may  be  lawful  for  any  seven  freemen 
of  such  school  district,  to  make  application  to  any  justice  of  the  peace  in  the 
town,  for  a  warrant  for  calling  a  meeting  of  the  freemen  of  such  district,  and 
the  said  justice  shall  thereupon  grant  such  warrant,  directed  to  the  town  ser- 
geant and  constables  of  said  town  to  warn  the  freemen  of  said  district  to 
assemble  at  a  proper  time  and  place,  to  be  prescribed  in  said  warrant,  to  take 
into  consideration  the  subjects  therein  mentioned;  and  the  said  warrant  being 
first  served,  in  the  manner  in  which  warrants  for  calling  town  meetings  are 
served  in  said  town,  the  freemen  of  said  district  (any  seven  of  whom  shall  be  a 
quorum)  shall  and  may  assemble  and  appoint  a  clerk,  treasurer,  collector,  and 
such  other  officers  and  committees  as  occasion  may  require,  and  order  and 
assess  such  taxes  on  the  inhabitants  of  said  district,  to  be  assessed  in  the  pro- 
portions of  the  last  town  tax,  as  they  may  think  necessary  for  the  purposes 
aforesaid,  which  taxes  shall  be  collected  by  warrant  from  the  clerk  of  said 
school  district,  directed  to  the  district  collector,  and  shall  be  levied  and  col- 
lected  in   the   same   manner   and  under  the  same  laws  and  regulations  as  town 


The  First  School  Law.  21 

taxes,  and  shall  be  appropriated  to  the  uses  aforesaid,  according  to  the  votes 
and  orders  of  the  said  school  district  meetings;  and  the  freemen  of  said  district, 
assembled  as  aforesaid,  shall  and  may  make  such  other  lawful  orders  and  regu- 
lations, relative  to  the  continuance  and  support  of  their  district  schools,  as  to 
them  may  appear  useful,  and  may  be  called  by  their  clerk  by  warrant,  on  request 
of  any  seven  of  said  freemen,  and  the  meeting  so  called  shall  and  may  have  and 
exercise  the  powers  and  privileges  aforesaid. 

"  Sec.  9.  And  be  it  further  enacted,  That  no  person  shall  establish  or  direct  as 
master  or  preceptor,  any  school  or  academy  of  instruction  established  by  virtue 
of  this  act,  unless  he  shall  be  a  native  or  naturalized  citizen  of  the  United 
States,  and  be  approved  of  by  a  certificate  in  writing  from  the  town  council  of 
the  town  in  which  he  shall  teach. 

"  Skc.  10.  And  be  it  further  enacted,  That  the  town  councils  of  the  several 
towns  shall  have  the  government  of  the  town  and  district  schools  in  their  re- 
spective towns. 

"  Sec.  11.  And  be  it  further  enacted,  That  this  act  shall  take  effect  and  be  in 
force  from  and  after  the  first  Wednesday  of  May  next,  and  shall  be  published  in 
all  the  newspapers  in  this  State  ". 

The  law  met  with  great  opposition  and  was  repealed  in  a  few  years. 
I  can  find  in  the  Providence  Gazette  and  in  the  U.  S.  Chronicle  of  that 
period  no  hint  of  the  special  influences  which  brought  about  the  repeal. 
It  appears  from  the  Newport  Mercury  of  November  4,  1800,  that  amotion 
was  made  (October  31,)  by  Mr.  J.  Davis,  seconded  by  Mr.  A.  Taylor, 
in  pursuance  of  instructions  from  the  town, of  Little  Cornpton,  to  repeal 
the  whole  bill,  and  that, u  after  considerable  debate,"  the  motion  was 
defeated,  32  to  25.  Again  it  appears  from  the  same  authority  that  on 
June  17,  1801,  u  instructions  from  several  towns  were  read  against  the 
school-bill,  which  occasioned  a  motion  for  its  repeal.  It  was  finally  re- 
ferred to  a  Committee,  who  are  to  report  an  amended  bill  at  the  next 
session."  *  No  such  bill  appears  to  have  passed  ;  the  whole  measure 
was  virtually  defeated  by  simple  non-enforcement,  and  the  law  was  re- 
pealed at  the  February  session,  1803. 

Providence  was  the  only  town  which  had  ever  carried  it  into  effect. 
But  as  the  Providence  schools  have  been  sustained  ever  since  under  the 
organization  then  begun,  and  as  the  whole  State  was  afterwards  brought 
under  a  system  essentially  identical  with  that  proposed  by  Mr.  How- 
land,  he  may  justly  be  called  the  founder  of  the  school  system  of  the 
State.  Indeed  it  was  the  opinion  of  that  high  authority,  Henry  Barnard, 
when  he  took  charge  of  the  public  schools  forty  years  later,  that  if*  a 
competent  officer  had  been  at  once  appointed,  at  the  time  of  the  passage 
of  the  act  of  1800,  to  explain   its   provisions,  meet  objections,  urge  ad- 

*  Newport  Mercury,  June  23,  1801. 


22  Rhode  Island. 

vantages,  unci  suggest  modifications,  it  would  not  have  been  repealed, 
and  Rhode  Island  would  have  had  the  best  school  s3~stem  in  New 
England 

The  "  freemen  "  of  Providence  at  once  proceeded  to  organize  schools 
under  the  new  law  ;  four  school-houses  were  bought  or  built  and  four 
ik  masters"  appointed,  each  with  an  usher.  Two  gentlemen,  Dr.  Enos 
Hitchcock  and  Tristam  Burges,  Esq.,  "  being  about  to  visit  Boston* 
were  requested  by  the  town  council  to  visit  the  public  schools  of  that 
city  and  obtain,  if  possible,  a  copy  of  the  rules  and  regulations  of  its 
public  schools."  It  appears  that  Mr.  Burges  obtained  a  copy  of  these 
rules,  for  which  the  town  council  voted  to  pa}T  him  one  dollar,  and  gave 
him  a  vote  of  thanks.  On  October  16,  1800,  a  committee  of  which  Dr. 
Hitchcock  was  chairman,  read  this  excellent  report  to  the  town  council : 

"  The  public  schools  being  established  for  the  general  benefit  of  the  com- 
munity, all  children  of  both  sexes  admissible  by  law,  shall  be  received  therein 
and  faithfully  instructed  without  preference  or  partiality. 

"The  system  of  instruction  shall  be  uniform  in  the  several  schools,  and  the 
pronunciation  as  near  alike  as  possible,  and  to  this  end,  it  shall  be  the  duty  of 
the  several  instructors  to  have  frequent  intercourse  with  each  other,  and  agree 
upon  some  measures  for  carrying  this  important  article  into  effect. 

"  The  good  morals  of  the  youth,  being  a  matter  of  the  highest  consequence, 
both  to  their  own  comfort,  and  to  their  progress  in  useful  knowledge,  they 
are  strictly  enjoined  to  avoid  idleness  and  profaneness,  falshood  and  deceitful" 
ness,  and  every  other  wicked  and  disgraceful  practice,  and  to  conduct  themselves 
in  a  sober,  orderly  and  decent  manner,  both  in  and  out  of  school. 

"  The  principal  part  of  the  instruction  Mill  consist  in  teaching  spelling,  ac- 
centing and  reading  both  prose  and  verse  with  propriety  and  accuracy,  and  a 
general  knowledge  of  English  grammar  and  composition;  also  writing  a 
good  hand,  according  to  the  most  approved  rules,  and  vulgar  and  decimal 
fractions,  including  tare  and  tret,  fellowship,  exchange,  interest,  &c. 

"  The  books  to  be  used  in  carrying  on  the  above  instruction,  are  Alden's 
Spelling  Book,  1st  and  2nd  parts,  the  young  Ladies'  Accidence,  by  Caleb  Bing- 
ham, the  American  Preceptor,  Morse's  Geography  abridged,  the  Holy  Bible  in 
select  portions,  and  such  other  books  as  shall  hereafter  be  adopted  and  appoint- 
ed by  the  committee.  The  book  for  teaching  arithmetic  shall  be  agreed  on  by 
the  masters.  As  discipline  and  good  government  are  absolutely  necessary  to  im- 
provement, it  is  indispensable  that  the  scholars  pay  a  particular  attention  to 
the  laws  and  regulations  of  the  school. 

"If  any  scholar  should  prove  disobedient  and  refractory,  after  all  reasonable 
means  have  been  used  by  the  master  to  bring  him  or  her  to  order  and  a  just  sense 
of  duty,  such  offender  shall  be  suspended  from  any  further  attendance  or  in- 
struction in  any  school  in  the  town,  until  the  next  visitation  of  the  committee. 

"  That  each  scholar  shall,  after  having  entered  a  school,  be  punctual  in  his 
attendance  at  the  appointed  hour,  and  be  as  constant  as  possible  in  his  daily 
attendance. 


The  Providence  Schools.  23 

"  That  excuse  for  absence  sliallbc  by  a  note  from  the  parents  or  guardians  of 
such  scholar. 

"  That  monitors  be  appointed  by  the  masters  of  each  school,  to  notice  the 
absence  or  tardiness  of  the  delinquent  scholars,  the  list  of  whose  names  shall 
be  preserved  and  exhibited  to  the  committee  at  their  next  visitation.  Submit- 
ted by  Enos  Hitchcock,  John  Howland,  Jonathan  Maxcy,  Joseph  Jencks,  com- 
mittee." 

The  above  report  having  been  accepted,  it  was  voted  and  resolved, 
that  the  vales  therein  recommended,  be  adopted  for  the  regulation  of 
the  schools,  viz.  : 

"That  as  far  as  possible  they  exclude  corporeal  punishment  from  the 
schools  :  and  in  particular,  that  they  never  inflict  it  on  females. 

"  That  they  inculcate  upon  the  scholars  the  proprieties  of  good  behavior  dur- 
ing their  absence  from  the  school.  That  they  consider  themselves  in  the  place 
of  parents  to  the  children  under  their  care,  and  endeavour  to  convince  them  by 
their  treatment,  that  they  feel  a  parental  affection  for  them. 

"  That  they  never  make  dismission  from  school  at  an  earlier  hour  than  usual, 
a  reward  for  attention  or  diligence,  but  endeavour  to  lead  the  children  to  con- 
sider being  at  school  as  a  privilege,  and  dismission  from  it  as  a  punishment. 

"  That  they  never  authorize  one  scholar  to  inflict  any  corporeal  punishment 
on  another. 

"  That  they  endeavour  to  impress  the  minds  of  their  pupils  with  a  sense  of 
the  Being  and  Providence  of  God,  and  the  obligation  they  are  under  to  love  and 
reverence  Him ;  their  duty  to  their  parents  and  masters  ;  the  beauty  and  excel- 
lence of  truth,  justice  and  mutual  love;  tenderness  to  brute  creatures;  the 
happy  tendency  of  self-government  and  obedience  to  the  dictates  of  reason  and 
religion;  the  observance  of  the  Sabbath  as  a  sacred  institution;  the  duty  which 
they  owe  their  country,  and  the  necessity  of  a  strict  obedience  to  its  laws ;  and 
that  they  caution  them  against  the  prevailing  vices."* 

Four  public  schools  were  thus  opened  in  Providence  on  the  last  Mon- 
day in  October,  1800.  The  number  of  scholars  was  beyond  anticipa- 
tion, and  a  fifth  school  was  soon  required.  For  twelve  years,  however, 
the  whole  attendance  rarely  exceeded  eight  hundred.  The  four  original 
schools  had  each  a  master  with  a  salary  of  S500,  and  an  usher  who  was 
paid  $200.  After  a  time  the  rules  were  revised  and  new  regulations  es- 
tablished, from  which  the  following  is  an  extract : 

"  The  public  schools  are  established  for  the  general  good  of  the  community: 
and  all  children  of  both  sexes,  having  attained  the  age  of  six  years,  shall  be  re- 
ceived therein,  and  faithfully  instructed  without  preference  or  partiality.  The 
instruction  shall  be  uniform,  in  all  the  schools,  and  shall  consist  of  spelling, 
reading,  the  use  of  capital  letters,  and  punctuation,  writing,  English  grammar 
and  arithmetic. 

*  Barnard's  Journal  of  R.  I.  School  Inst.,  III.  p.  41. 


24  Rhode  Island. 

"  The  pronunciation  shall  be  uniform  in  all  the  schools,  and  the  standard  shall 
be  the  Critical  Pronouncing  Dictionary  of  John  Walker. 

"  The  following  books,  and  none  other,  shall  be  used  in  the  several  schools, 
viz.  :  Alden's  Spelling  Book,  flrs.t  and  second  parts  :  New  Testament,  American 
Preceptor,  Murray's  Sequel  to  the  English  Header,  Murray's  Abridgement  of 
English  Grammar,  and  Daboll's  Arithmetic. 

"Each  scholar  shall  be  punctual  in  attendance  at  the  appointed  hour,  and  as 
regular  as  possible  in  daily  attendance,  and  all  excuses  for  absence  shall  be  by 
note  from  the  parent  or  guardian  of  the  scholar. 

"  It  shall  be  the  duty  of  the  Preceptor  to  report  at  each  quarterly  visitation, 
the  names  of  those  scholars  who  have  been  grossly  negligent  in  attending  school 
or  inattentive  to  their  studies."* 

These  were  the  provisions  made  for  public  schools  in  Providence,  at 
the  beginning  of  the  present  century.  The  system  lias  never  been 
abandoned,  in  that  city,  but  only  expanded';  and  as  it  ultimately  spread 
from  Providence  through  the  State,  it  is  clear  that  the  whole  State  must 
trace  its  school  system  to  these  early  efforts.  But  for  many  years  the 
children  of  the  State  were  mainly  left  to  the  instruction  given  in  private 
schools  ;  and  I  must  next  endeavor  to  give,  so  far  as  it  is  possible,  some 
indication  of  what  those  private  schools  were. 

♦Barnard's  Journal,  11.  I.  School  Inst.,  III.  42. 


III.     PRIVATE    SCHOOL    INSTRUCTION    AT    THE 
BEGINNING   OF  THIS   CENTURY. 


The  longevit}'  often  attributed  to  Rhode  Islanders  has  this  great  ad- 
vantage, that  tradition  preserves  much  which  has  found  no  other  record. 
It  is  to  Rev.  George  G.  Channing,  now  approaching  his  ninetieth  year, 
that  we  owe  the  most  graphic  picture  of  the  private  schools  of  this  State, 
from  1794  to  1804.  No  apology  is  therefore  needed  for  some  citations 
from  his  u  Early  Recollections  of  Newport,  R.  I." 

"  Accompany  me,  if  you  will,  to  the  primary  school  where  I  first  commenced 
'  the  art  of  spelling  and  reading  the  English  language  with  propriety.' 

"The  room  occupied  by  the  matron-teacher,  Mrs.  Sayre,  and  her  daughter 
('Miss  Betsy,'  as  she  was  called),  situated  near  the  corner  of  Mary  and  Clarke 
streets,  was  a  low,  square  chamber,  on  the  second  floor,  having  no  furniture, 
no  desks,  nor  chairs,  excepting  a  few  for  teachers  or  visitors.  The  children, 
boys  and  girls  (the  former  dressed  the  same  as  girls),  were  furnished  by  their 
parents  with  seats  made  of  round  blocks  of  wood  of  various  heights.  These 
movable  seats,  at  least  thirty  in  number,  would  constitute  as  great  a  curiosity 
at  this  day  of  school  accommodations  and  luxury,  as  would  the  old  'ten-footer' 
district  school-houses,  were  they  set  np  for  public  gaze  in  one  of  our  streets. 
Mrs.  Sayre  was  a  model  teacher  in  her  day.  It  was  at  the  time  of  reading  from 
Noah  Webster's  spelling  and  reading  book,  when  an  urchin,  alias  brat,  some- 
times softened  into  varlet,  being  pinned  to  the  mistress's  apron,  was  hammering 
or  stuttering  over  a  monosyllable,  turning  red  and  pale  by  turns  as  she  jostled 
the  poplar  rod  at  her  side. — it  was  just  at  that  moment,  when  her  e}Tcs  were 
bent  on  the  sewing  she  was  preparing  for  the  girls,  and  on  the  garter-knitting 
for  the  boys,  and  she  listening  to  and  correcting  the  poor  boy's  mistakes, — it 
was  just  then  that  the  block  gyrations  commenced,  not  exactly  as  on  a  pivot, 
but  in  sweeps,  forming  larger  or  smaller  circles  according  to  the  whim  of  the 
block-mover, — it  was  just  at  that  moment  of  astounding  commotion,  when  the 
old  lady,  taking  notice  of  the  tumult,  raised  the  wand,  viz.,  the  poplar  pole, 


26  Eiiode   Island. 

and  with  distinct,  nay  fearful  articulation,  cried  out,  in  regular,  syllabic  order. 
'  Mi-rab-i-le-dictu,'  which  Latin  word  sounded  in  my  right  ear  very  much  like 
'  My  rabble  dick  you.'  Of  course,  this,  to  us,  meaningless  word  excited  as 
much  open-eyed  and  open-mouthed  admiration  as  is  produced  by  a  grandiloquent 
orator,     *     *     * 

"  To  return  to  Mrs.  Sa3rre's  primary  school :  I  recollect  very  well  the  dis- 
agreeable sensations  connected  with  the  ';  dark  closet,"  the  prison  of  the  disobe. 
dient.  It  was  not  resorted  to,  save  in  extreme  cases.  I  remember  what  a  fright 
was  caused  by  one  of  the  bo}rs  swallowing  a  marble  (he  is  still  alive),  which  led 
to  a  sudden  dismission  of  the  school.  At  the  close  of  the  school  on  Friday  after- 
noons, we  were  sent  to  a  vacant  room  below  stairs,  where  we  recited  the 
'  commandments,'  repeated  the  '  Lord's  Prayer,'  and  received  commendation 
or  censure  according  to  our  good  or  bad  conduct  during  the  week.  I  remember 
most  gratefully  the  happy  influence  of  Mrs.  Sayre's  discipline  and  instruction. 
She  was  firm  but  gentle  in  manner  and  speech,  governing  by  signs  rather  than 
by  words.  My  preparation  was  excellent  for  the  higher  school  I  was  soon  to 
enter,  especially  in  reading  and  spelling.  The  junior  teacher  (Miss  Betsy)  had 
under  her  care  children  of  advanced  standing.  She  was  an  excellent  teacher, 
and  was  affectionately  remembered  for  her  assiduity  in  behalf  of  her  scholars. 
During  the  recess  twice  a  week,  Mrs.  Say  re  taught  colored  children  spelling  and 
reading,  gratis.  This  good  lady  and  her  daughter  were  greatly  respected  and 
beloved.     The  latter  married  Joseph  Rogers,  Esq.,  of  Philadelphia. 

';  The  first  school-house  of  any  note  in  the  town  was  owned  and  managed  by 
a  gentleman  of  acknowledged  ability  for  those  days.  Compared  with  buildings 
used  for  similar  purposes  now,  it  was  a  mere  shanty,  a  'ten-footer.'  It 
was  scant  in  length,  breadth,  and  height,  and  poorly  ventilated.  The  furniture, 
viz.,  the  desks  and  benches,  was  of  the  most  ordinary  stamp.  The  former,  used 
for  the  writing  exercises,  had  leaden  inkstands  in  the  centre;  and  their  surface 
was  more  or  less  disfigured  with  rude  indentures,  so  as  to  render  straight  or 
curved  strokes  with  the  pen  next  to  impossible ;  and  the  latter,  the  benches 
without  backs,  were  so  tall  and  shaky  as  to  be  very  uncomfortable,  especially  to 
the  shortest  boys,  whose  legs  had  to  be  suspended,  causing  often  extreme  pain, 
and  consequent  disturbance ;  bringing  on  them  undeserved  punishment  from 
the  monitors,  unless  warded  offby  a  bribe,  in  the  shape  of  a  top  or  a  knife,  or  a 
handful  of  marbles.  On  the  rostrum  were  two  or  three  chairs  for  distinguished 
visitors,  and  a  small  desk  for  the  master,  on  which  reposed,  not  often,  a  punc- 
tured ferule,  surmounted  by  an  unpleasant-looking  cowskin.  So  exceedingly 
disagreeable  were  the  daily  ministrations  of  these  instruments  of  instruction, 
that  every  method  was  adopted  for  their  destruction.  But  the  master  was 
more  than  a  match  for  our  organ  of  destructiveness.  Such  was  school  No.  1 
in  the  State  of  Rhode  Island  and  Providence  Plantations.  It  certainly  was  not 
the  prototype  of  the  school  at  Rugby,  where  Dr.  Arnold  ruled  successfully, 
without  making  any  of  the  distinguishing  marks  which  characterized  my  pupil- 
age. As  the  school  grew,  assistants  were  employed.  Mr.  Maxy  was  an  excel- 
lent teacher  of  the  languages.  Mr.  Taylor  (a  most  worthy  citizen)  taught  the 
lower  branches.  The  tree  is  known  by  its  fruit :  whilst,  therefore,  it  must  be 
granted  that  the  greater  number  of  the  scholars  were  of  the  genus  Booby,  there 
were  some  of  rare  brightness  of  mind,  whose  intellectual  culture  did  credit  to 
those  efficient  and  faithful  teachers. 


Private  School  Instruction.  27 

"  Our  school-room  had  to  be  swept  and  dusted  twice  or  thrice  a  week,  and 
the  classes  were  obliged  to  do  this  in  turn.  As  this  was  a  disagreeable  task, 
those  boys  who  had  money  (and  these  were  generally  of  Southern  parentage) 
could  easily  buy  substitutes  from  among  the  poorer  boys.  During  my  nonage, 
the  Puritan  spirit  did  not  die  out.  It  was  an  age  of  force.  Punishment  was 
deemed  necessary.  Exhibitions  of  authority  constituted,  day  by  day,  a  series 
of  domestic  tableaux.  The  discipline  of  the  school  was  in  accordance  with  the 
government  of  the  home.  It  was  arbitrary,  with  rare  exceptions,  in  the  ex- 
treme. Children  were  required  to  bow  or  kiss  the  hand,  when  entering  or 
leaving  either  home  or  school.  The  school  to  which  I  was  sent  differed  in  no 
respect  from  inferior  ones  in  the  matter  of  corporal  punishment.  The  ferule 
and  cowskin  were  almost  deified.  Apologies  increased,  rather  than  abated,  the 
swellings  of  the  hand,  and  the  wales  upon  the  back.  An  appeal  to  parents  was 
of  no  more  avail  than  beating  the  air.  This  severe  discipline  was  not  inter- 
fered with  by  the  clergy;  for,  in  their  day,  they  had  to  run  the  gauntlet;  and  as 
the  men,  and  even  the  boys,  of  that  age  were  notoriously  addicted  to  swearing, 
drinking,  gambling,  and  other  vices,  it  was  deemed  necessary  to  subdue  these 
evils  by  blows.  No  faith  existed  then  in  behalf  of  moral  suasion.  It  is  delight- 
ful to  remember  that  none  of  my  name,  as  boys,  at  least,  were  guilty  of  utter- 
ing an  oath. 

"The  only  classical  school  in  Newport,  strictly  speaking,  during  my  pupilage, 
was  kept  in  New  Church  Lane,  by  Mr.  John  Frazer,  a  Scotchman,  lie  was  a 
good  teacher,  especially  in  Greek,  Latin,  and  mathematics.     *     *     * 

"Mr.  Clarke  Rodman  {a  Friend)  had,  in  his  own  house  in  Mary  street,  quite 
a  large  school,  devoted  to  the  education  of  a  class  of  boys  and  young  men 
living  at  the  South  End,  who  were  styled  the  'roughs.'  It  was  thought  singu- 
lar, that  a  man  belonging  to  the  '  Society  of  Friends,'  a  non-resistant  by  pro- 
fession, should  have  attracted  to  his  school  so  many  disorderly  youths.  But, 
though  avowedly  a  non-resistant,  he  never  suffered  any  act  of  disobedience  to 
go  unpunished.  His  manner  of  conducting  the  spelling  was  original.  The 
word  being  given  out,  followed  by  a  blow  from  a  strap  on  his  desk, 
the  whole  class,  simultaneously,  would  bellow  out  .the  word,  —  say  the 
word  '  multiplication,' — properly  divided.  His  ear  was  so  true,  that  he  easily 
detected  any  misspelling.  When  this  happened,  he  would  demand  the  name  of 
the  scholar  who  had  failed :  if  there  was  any  hesitancy  in  giving  the  name,  the 
whole  class,  instead  of  being  dismissed, — spelling  being  the  last  exercise, — was 
detained,  until,  by  repeated  trials,  accuracy  was  obtained.  So  many  voices 
upon  a  single  word,  in  so  many  keys,  produced  an  amusing  jingle,  which  invari- 
ably attracted  to  the  spot  all  passers-by.  A  Mr.  Knox,  with  remarkably  long- 
feet  and  an  ungainly  appearance,  devoted  most  of  his  time  to  teaching  very 
poor  children  their  A  B  C,  in  a  small  building  in  the  rear  of  Trinity  Church. 

"  Having  given  the  reader  a  brief  but  accurate  statement  of  the  schools  in 
Newport  during  my  boyhood,  I  will  give,  in  the  next  place,  my  recollections  of 
some  of  the  school-books  then  used.  The  advanced  scholars  in  our  school 
studied  the  Creek  and  Latin  text-books  of  the  day.  The  principal  English  books 
were  Murray's  Grammar,  Noah  AVebster's  Spelling-book,  the  Columbian  Orator, 
Woodbridge's  Dictionary,  Daboll's,  Pike's  and  Walsh's  Arithmetics,  and  Morse's 
small  Geography."* 

*  Early  Recollections  of  Newport,  R.  I.,  from  1793  to  1811,  by  George  G.  Charming.  (New. 
port,  R.  I.,  18U8,)  pp.  43-54.  * 


28  Rhode  Island. 

Most  of  the  schools  mentioned  by  Mr.  Charming  appear  to  have  been 
open  to  boys  only.  In  1794,*  however,  the  Newport  Mercury  announces 
that  lk  Miss  Vinal,  lately  from  Boston,"  will  open  a  school  at  the  house  of 
Mr.  William  Coggeshall,  "  and  will  be  obliged  to  those  ladies  and  gen- 
tlemen that  will  favor  her  with  their  custom."  In  1797,f  James  Wallace 
offers  a  "  morning  school  for  3'oung  ladies  in  reading,  writing  and  arith- 
metic," he  also  teaching  navigation  and  book-keeping  as  usual,  doubt- 
less to  young  men.  In  1805, £  William  Bridges  offers  to  "  teach  young 
ladies  and  gentlemen.  Private  rooms  for  young  ladies  and  board  if  re- 
quired." In  1807, §  Mrs.  LaSalle  and  daughter  advertise  a  school,  prob- 
ablj-  for  girls,  at  their  home  ;  and  the  Misses  hmith  announce  a  Female 
Academy  at  Bristol. ||  In  1808,*[  Mrs.  Eliza  C.  Brenton  announces  in- 
struction for  girls  at  Washington  Academy,  South  Kingstown  ;  her  list 
of  studies  including  "  Epistolary  Style,"  as  well  as  "Temple  Work, 
Paper  Work,  Fringing  and  Tufting."  And  in  1811,**  Mr.  J.  Rodman 
offers  to  young  ladies  "  the  elegant  art  of  writing,"  and  also  arithmetic. 

One  of  the  most  characteristic  of  these  school  advertisements,  espec- 
ially in  the  order  assigned  to  the  studies,  is  the  following  in  the  United 
States  Chronicle^  of  Providence  : 

"Mrs.  Hurley,  from  London,  offers  to  instruct  young  ladies  in  all  kinds  of 
Needlework,  Tambour  and  Embroidery,  with  Drawing-,  Painting,  and  Music  on 
the  Piano  Porte. 

Likewise, 

In  Pleading,  Writing,  Arithmetic,  French  and  English,  Grammar,  Geography, 
and  History — which  will  be  explained  by  Rev.  Mr.  Hurley." 

We  are,  finally,  indebted  to  Mr.  Channing  for  this  tribute  to  one  teacher 
of  young  ladies  during  this  period  : 

"Eloise  Payne,  the  daughter  of  Schoolmaster  Payne  (a  teacher  of  great  cel- 
ebrity in  his  day,  in  Boston,  Mass.,)  and  sister  of  John  Howard  Payne  (the  re- 
nowned dramatist  and  poet),  came  to  Newport  about  the  year  1807-8,  and 
opened  one  of  the  most  noticeable  schools  in  America;  and,  until  her  health 
failed,  she  exerted  a  great  influence  for  good  in  the  moral  and  intellectual  cul- 
ture of  girls,— not  only  the  residents  of  Newport,  but  also  of  many  from  New 
York  and  Boston,  who  boarded  in  Miss  Payne's  family.  Perhaps  no  young  lady- 
teacher  ever  enjoyed  more  deserved  repute  than  Miss  Payne.  Her  voice  was 
delightfully  sweet  and  winning.  Her  face  was  the  index  of  unusual  intellectual 
power.  Her  eye,  lustrous  and  penetrating  when  she  spoke,  awakened  confi- 
dence and  love  when  she  was  silent.  Her  skill  in  penmanship  was  admirable. 
She  attracted  many,  and  held  them  spell-bound  by  her  grace  in  conversation. 

*  April  22.        t  April  18.        J  July  20.        §  April  4.        [|  Aug.  29.        IT  April  16.       **  Feb.  23. 

tfDec.  18,  1800. 


Private    School  Instruction.  29 

Her  religious  faith  yielded  the  fruit  of  holy  living;  so  that,  though  her  life  was 
short,  her  death  was  deeply  lamented.  I  have  frequently  been  gratified  by  the 
expression  of  affectionate  remembrance  of  this  faithful  teacher  by  the  few  pupils 
who  still  survive  to  calk  her  blessed.'** 

Other  advertisements  of  private  schools,  usually  without  mention  of  sex, 
appear  in  plenty  during  this  period,  and  are  subjects  of  never-failing 
curiosity  to  the  reader  in  the  singular  selection  of  hours  for  instruction. 
Thus  Mr.  Wallace,  already  mentioned,  taught  young  ladies  ""from  6  to 
8  a.  vr.,"  and  Mr.  Jastram,  in  Providence,  from  G  to  8  a.m.,  and  from  10 
to  u  12  at  noon."  A  morning  and  evening  school,  advertised  in  the  Mer- 
cury, March  29,  1806,  was  taught  from  5£  to  8  a.  m.,  and  from  5  to  7 
p.  m.,  for  '•  both  sexes."  Mr.  Hall  had  a  kt  Morning  School,"  from  6  to 
8  a.  m.,  and  Mr.  Fraser  an  evening  school,  from  5^  to  8  p.  m.  Mr.  Col- 
burn  teaches  penmanship  to  ladies  from  11  a,  m.  to  1  p.  m.,  and  to  gen- 
tlemen from  3  to  o  and  from  7  to  9  p.  m.  :  then  his  successor,  Mr.  Dill- 
ingham, has  the  ladies  at  3  and  the  gentlemen  at  7  p.  m.,  and  a  year 
later  reaches  the  modern  hours  and  has  both  classes  at  9  a.  m.  in  two 
separate  rooms. |  These  morning  schools  were  probably  arranged  in  order 
not  to  interfere  with  the  regular  instruction  of  the  teacher,  or  with  the 
daily  occupations  of  the  pupils.  Our  "  evening  schools  "  are  the  only 
vestige  now  remaining  of  this  system. 

For  the  more  ornamental  branches,  schools  were  re-opened  soon  after 
the  Revolution.  Thomas  Berkenhead,  lately  from  Liverpool,  offers, 
through  the  Newport  Mercury,  in  1796,  to  teach  "  the  Organ,  Harpsi- 
chord, and  Forte-Piano  ;  "  another  offers  "  a  grand  Kirckman's  Harpsi- 
chord for  sale  ;  "  another  teaches  "•  Vocal  Music  in  the  evening  ;  "  and  a 
nameless  person  proposes  to  "teach  the  violin. "|  French  and  Dancing 
were  taught  by  Frenchmen,  and  commonly  combined.  M.  Francisqu3' 
offered  lessons  in  dancing  »■  to  children  and  persons  more  advanced  in 
life,"  and  stated  that  tk  the  principles  of  his  mode  of  instruction  are 
founded  upon  reflection  and  long  professional  experience."  M.  Nugent, 
announcing  a  school  for  the  'two  arts,  says  of  himself,  u  As  a  French 
teacher,  besides  his  having  been  bred  to  Letters  in  France,  he  has  the 
advantage  of  possessing  the  English  language;  and  as  a  dancing-master 
he  presents  it  as  a  sufficient  Proof  of  his  Abilities  that  he  has  been 
principal  Dancer  in  the  Theatres  of  Philadelphia  and  Boston."  It  is  to 
be  observed  that  a  lower  price  was  charged  for  the  language  than  for  the 
other  accomplishment.     Later,  the  newspapers  begin  to  contain   adver- 

*Ch:mning's  Early  Recollections,  p.  03. 

t  Newport  Mercury.  July  29,  1615;  June  14,  Oct,  IS,  Nov.  22, 1817;  Dec.  19,  1818. 

%  Aug  1«,  1790;  Feb.  4,  March  14,  1797. 


30  Rhode  Island. 

tisemeuts  from  "  a  unfortunate  gentleman,"  or  "  a  sufferer  by  the  unfor- 
tunate circumstances  of  the  war,"  still  teaching  French  and  sometimes 
dancing.*  On  January  14,  1794,  we  ma}-  read  of  '"The  young  married 
gentleman  from  Cape  Francois  who  lately  announced  in  the  Newport 
Mercury  his  deplorable  situation  and  his  desiie  of  teaching  the  young 
ladies  and  gentlemen  of  Newport  the  art  of  dancing;"  and  this  striking 
appeal  is  continued,  with  undiminished  pathos,  for  several  successive 
weeks. 

The  early  academies  of  this  State,  especially  the  Washington  Aca- 
dem}-,  of  South  Kingstown,  are  advertised  freely  in  the  newspapers  from 
1800  onwards.  The  u  Frenchtown  Catholic  Seminary  "  appears  in  1804, 
and  the  u  Pawcatuck  Academy  "  at  Westerly  in  1807.  To  these  must  be 
added  a  few  attempts  in  the  direction  of  gratuitous  teaching,  apart  from 
the  public  school  system  of  Providence.  A  school  had  existed  in  New- 
port before  the  Revolution,  having  been  established  by  the  will  of 
Nathaniel  Kay,  Esq.,  collector  of  the  King's  customs,  in  order  "  to  teach 
ten  poor  boys  their  grammar  and  the  mathematics  gratis."  It  was  in 
charge  of  the  minister,  church  wardens  and  vestry  of  Trinity  Church, 
and  the  master  must  be  "  Episcopally  ordained."  This  school  existed 
from  1741  till  the  Revolution  ;  and  was  revived  in  1799  and  continued 
for  many  }ears,  though  in  a  somewhat  modified  form.f 

The  Newport  Mercury  of  August  8th,  1807,  announces  that  Mr.  E.  Tre- 
vett — a  well-known  teacher — will  '•  gratuitously  teach  as  many  poor  child- 
ren as  he  can  attend  to  in  the  State  House,  a  few  hours  in  the  morning," 
and  that  a  subscription  is  in  circulation  to  purchase  stationery.  The  editor 
adds,  u  the  want  of  free  schools  is  a  serious  evil  to  society."  On  October 
31,  1807,  the  same  announcement  is  renewed,  with  the  statement  that  more 
than  seventy  had  attended  in  the  summer,  more  than  forty  in  the  winter  ; 
and  an  appeal  was  made  for  clothes  to  cover  them.  About  the  same  time 
the  "  Female  Benevolent  Societ}* "  informs  those  who  wish  to  put  child- 
ren under  their  care  that  a  few  can  be  admitted  into  their  school. \  In 
the  following  year  the  "  African  Benevolent  Society  "  opens  a  school 
kept  b\-  Newport  Gardner,  "  the  object  of  which  is  the  free  instruction 
of  all  the  colored  people  of  this  town  who  are  inclined  to  attend."  § 
Eight  years  after,  this  school  seems  still  to  have  been,  in  existence  ;  and 
the  school  of  the  "  Female  Benevolent  Societ}'"  was  described,  in  1817, 
as  having  been  established  for  twelve  years,  and  as  having  habitually 
taught  and  partially  clothed  twenty-tive  or  thirty  children. 

*  Mercury,  Sept.  6,  Oct.  11,  1796;  June  20,  Oct.  3,  1797. 
t  Updike's  Xarragansett  Church,  pp.  397-407. 
X  Mercury,  Oct.  24, 1807;  Sept.  13,  1817. 
§  Mercury,  March  2(5, 1808. 


Private    School  Instruction.  31 

To  these  should  be  added  the  Sunday  schools,  just  introduced  from 
Europe,  and  applied  at  first  mainly  to  secular  instruction.  These  schools 
were  first  established  b}*  Robert  Raikes  in  England,  in  1781  ;  but  tho 
first  organized  in  America  is  believed  to  have  been  in  179C,  by  Samuel 
Slater — the  father  of  cotton  manufactures  in  the  United  States — for  the 
children  employed  in  his  cotton  mill  at  North  Providence.  They  were 
introduced  into  Providence  itself  in  1816,  but  only  in  their  present 
form,  for  religious  instruction.*  But  in  Newport,  during  the  following 
year,  the}'  were  established  in  their  original  form,  for  secular  teaching. 
In  the  Mercury  of  August  2d,  1817,  appears  the  announcement  of  the 
"  First  Sabbath  School  Society  "  for  the  instruction  of  indigent  children 
"  in  the  first  principles  of  education."  The  school  was  to  be  held  at  "Mr. 
Hitchcock's  Meeting-House,"  at  8J  a.  m.  and  1  p.  m.  Among  the  signers 
of  the  notice  were  prominent  day-school  teachers,  such  as  Messrs.  Hall 
and  Trevett.  It  appears  from  later  issues  of  the  Mercury^  that  these 
schools  were  gradually  established  by  several  other  societies,  and  refer- 
ence is  made  to  their  becoming  general  throughout  the  country. 

There  were  thus  in  Newport  alone,  five  different  avenues  for  the  gra- 
tuitous instruction  of  poor  children — the  Kay  school,  Mr.  Trevett's 
school,  the  Female  Benevolent  Society,  the  African  Benevolent  Society 
and  the  Sunday  schools.  To  these  was  presently  added  a  sixth,  as  we 
shall  see,  and  these  all  contributed,  together  with  the  constant  example 
of  the  town  of  Providence,  to  swell  the  growing  public  sentiment  in 
favor  of  a  State  system  of  public  schools. 

*  Staples'  Annals  of  Providence,  p.  535. 
t  Oct.  17,  Nov.  7,  1818. 


IV.     LOTTERIES    AND    THEIR    RESULTS. 


For  twenly-five  years  after  the  final  defeat  of  John  Rowland's 
enterprise,  Rhode  Island  had  no  public  school  system,  even  on  paper. 
The  Providence  schools  held  on  their  course,  under  local  authority,  but 
under  no  other.  There  existed,  however,  a  means,  familiar  in  those  days, 
now  wholly  discarded  hereabouts,  by  which  the  means  of  civilization 
were  to  be  freely  obtained.  It  is  almost  impossible  to  open  a  Rhode 
Island  newspaper,  printed  in  the  first  quarter  of  this  century,  without 
finding  the  advertisement  of  a  lottery  ;  and  the  only  difference  in  this 
respect  between  New  England  and  other  parts  of  America  was,  that  the 
avowed  aim  of  the  enterprise  was  here  usually  a  church,  a  school-house, 
a  charity,  or  some  municipal  improvement.  It  was  employed  with  as 
little  compunction  as  young  ladies  feel  in  these  days  in  organizing  a 
raffle.  In  my-  limited  investigation  I  have  come  upon  advertisements  of 
lotteries  for  paving  streets,  for  the  Redwood  Library,  and  for  relieving  the 
maritime  losses  of  Gideon  Almy  ;  for  churches  in  Providence.  Newport, 
Bristol,  Warren,  Warwick,  Coventry,  Little  Compton  and  East  Green- 
wich ;  for  churches  of  the  Baptist,  Methodist,  Congregational  and  Presby- 
terianfaiths  ;  for  "Catholic"  and  Episcopal  academies  ;  for  the  Washington 
Academy  at  East  Greenwich,  and  the  academy  at  Hopkinton,  Mass.  ;  for 
the  universities  of  Brown,  Harvard,  Union,  and  William  and  Mary.* 
All  these  are  advertised  in  Rhode  Island  newspapers,  between  1773 
and  1825  ;  and   they  are   sometimes   reinforced  bjT  mixed   appeals   like 

*  Newport  Mercury  for  March  29,  1773;  August  8,  22,  September  12,1774;  April  3,  17, 
June  19,  26,  August  14,  December  18,  1784;  January  27,  February  17,  21,  June  30,  September 
15,  1795;  May  10,  1796;  May  8,  1798;  April  I,  December,  2,  23,  180J;  September  0,  December 
17,  1803;  February  18,  1804;  April  13,  May  11,  July  20,  1805;  June  0,  1807;  February  17,  March 
3,  1810;  March  2,  9,  November  9,  1811;  May  16,  July  18,  1812,  etc.,  etc. 


LOTTEKIES    AND    TIIETR   RESULTS.  33 

this,  which  is  offered  in  connection  with  the  Newport  Methodist  chapel 
lottery  of  1807  :  u  Now  is  the  time  to  make  your  fortune.  *  *  *  It  is 
presumed  that  those  who  wish  to  encourage  religion,  laying  aside  the 
prospect  of  a  fortune,  will  call  and  purchase  liberally."* 

Such  were  the  lotteries  of  that  day,  and  among  these  came  one  which 
had  so  definite  a  relation  with  the  public  schools  of  Rhode  Island,  that  it 
deserves  to  be  specially  chronicled.  In  the  newspapers  of  1705  appears 
an  advertisement  of  the  "  Newport  Long  Wharf  and  Public  School 
Lottery,"  of  which  George  Gibbs  and  George  Champliu,  then  among 
the  foremost  citizens  of  the  town,  were  the  managers.  The  history  of 
this  enterprise  was  as  follows  :  The  plan  of  the  lottery  had  originated  in 
1769,  though  then,  it  would  seem,  for  Long  Wharf  purposes  alone  ;  but 
it  was  revived  in  1795,  when  an  act  passed  the  legislature,  at  the 
January  session,  as  thus  stated  in  a  legal  report  officially  rendered  by 
Hon    W.  li.  Staples  : 

"Without  petition  or  complaint  from  any  one,  on  motion,  the  Assembly 
authorized  thirty-six  persons,  citizens  of  Newport,  who  are  named  in  the  act, 
to  set  forth  a  scheme  to  raise  by  lottery  twenty-live  thousand  dollars. 

"  They  were  to  appoint  managers  of  the  lottery,  who  were  to  give  bonds  to 
the  general  treasurer  for  the  faithful  performance  of  their  trust  as  managers. 
The  powers  conferred  on  them  were  very  broad.  How  the  wharf  should  be 
rebuilt,  after  a  title  to  it  had  been  procured,  what  kind  of  a  hotel  and  where  to 
be  located,  are  left  to  the  discretion  of  these  trustees,  who  are  to  act  without 
bond  or  oath,  in  discharge  of  their  part  of  the  trust. 

"  After  the  wharf  and  hotel  were  completed,  the  trustees  were  to  apply  the 
rents  and  profits  arising  from  them  to  such  a  public  school  for  the  children  of 
Newport,  and  in  such  way  and  manner,  and  under  such  regulations  as  the 
trustees  should  impose.  And  the  trust  to  last  through  all  time,  the  right  of 
filling  vacancies  in  the  number  being  specially  conferred  on  the  survivors. 
The  board  of  trustees  originated  with  the  Assembly;  the  funds  which  they 
were  to  raise  and  appropriate,  were  provided  by  the  Assembly.  Xo  person  was 
compelled  to  contribute  toward  the  fund,  and  no  person  was  compelled  to  be 
benefited  by  it." 

The  original  call  for  a  meeting  of  the  trustees  of  this  enterprise 
appears  in  the  Newport  Mercnry  for  February  10th,  1795,  and  the  first 
announcement  of  the  lottery  itself  on  March  24th.  There  were  to  be 
2,000  shares,  at  $125  each.  There  were  12,000  prizes,  varying  from  810 
to  $30,000  ;  so  that  each  share  was  sure  to  draw  six  prizes,  amounting  at 
least  to  $60,  nearly  half  thepurchase  money  ;  while  the  maximum  of  prizes 

*  Newport  Mercury,  JuneG,  July  15,  1807. 

3 


34  Rhode   Island. 

attainable  by  any  share  was  872,000.  For  convenience,  man}'  of  the  shaves 
were  divided  into  twenty-seven  tickets,  at  $5  each.  The  total  amount 
actually  drawn  at  last  appears  to  have  been  830,000.* 

The  accounts  of  the  managers  of  the  lottery  do  not  appear  to  have 
been  settled  until  March  22nd,  1708,  when  the  committee  reported  the 
cash  in  their  hands  as  being  8(5,570.17,  and  the  amount  of  accounts  and 
notes  to  be  collected  as  being  85.973.39.  What  was  the  total  amount 
of  profits  cannot  now  be  ascertained,  but  the  committee  reports  that 
the  lottery,  on  the  part  of  the  managers,  has  been  conducted  with  the 
most  perfect  regularity  and  fairness,  and  they  have  generously  relin- 
quished their  commissions  for  the  management.  The  proceeds  of  the 
venture  went  to  the  rebuilding  of  Long  Wharf;  the  projected  hotel  was 
never  built,  and  it  is  doubtful  whether  a  school-house  would  have  been 
obtained,  had  not  a  private  citizen  made  sure  of  it,  by  offering  a 
building  for  the  purpose.  The  following  letter  was  received  by  the 
trustees  of  the  lottery,  soon  after  its  first  announcement : 

"  Swansea,  May  11,  1705. 
'■'■Messrs.  George  Gibbs  and  George  Champlin: 

"Gentlemen: — I  saw  in  the  Boston  Cent  fuel,  a  scheme  of  a  lottery,  for  the 
laudable  intention  of  rebuilding  the  Long  Wharf  in  Newport,  the  building  a 
hotel,  and  more  especially  establishing  a  free  school,  which  has  determined  me 
to  make  a  free  gift  of  my  estate  on  the  point  called  Easton's  Point,  which  came 
to  me  by  way  of  mortgage,  for  a  debt  dae  from  Hays  and  Pollock;  if  you  will 
accept  of  it  in  trust  to  support  a  free  school  forever,  for  the  advantage  of  the 
poor  children  of  every  denomination,  and  to  be  under  the  same  regulations  as 
you  desired  the  free  school  should  be  that  you  design  to  erect.  If  you,  gentle- 
men, will  please  to  get  a  deed  wrote  agreeably  to  the  intentions  here  manifested, 
I  will  sign  and  acknowledge  the  same,  and  send  it  to  you  for  recording.  I 
would  only  mention  that  if  the  situation  is  agreeable  to  you,  the  house  and 
garden  would  do  for  a  schoolmaster,  and  the  oil  house,  which  is  large,  might 
be  fitted  up  for  the  school-house.  This  as  you  may  think  proper.  There  is  no 
person  here  that  understands  writing  such  a  deed,  or  I  would  have  sent  it  to 
you  completely  executed. 

"I  am,  gentlemen,  with  respect, 

"  Your  very  humble  servant, 

"  Simeon  Potter." 

On  receipt  of  this  letter,  it  was  at  once 

"Voted  and  Besolved,  That  G.  Gibbs  and  G.  Champlin  be  requested  to  present 
the  thanks  of  the  trustees  to  Simeon  Potter,  Esq.,  for  his  liberal  donation,  and 

*  Newport  Mercury,  May  31, 1790. 


Lotteries   and   their   Eesults.  35 

to  assure  him  that  it  shall  be  inviolably  appropriated  to  the  establishment  and 
support  of  public  schools,  he  has  so  generously  patronized. 

"  Voted,  That  Thomas  Dennis  and  John  L.  Boss,  be  requested  to  take  charge 
of  the  house,  store  and  land,  presented  by  Simeon  Potter,  to  rent  the  same,  and 
appropriate  the  rents  to  the  repairs,  in  such  manner  as  they  may  deem  most 
advantageous." 

On  April  28,  1S00,  it  was 

"Resolved,  That  the  use  of  the  building  presented  by  Simeon  Potter,  Esq  ,  be 
tendered  to  the  town  for  a  school-house,  on  condition  of  the  town  repairing  the 
same,  and  paying  such  rent  as  may  be  agreed  upon,  provided  it  is  appropriated 
for  a  school,  conformably  to  the  act  of  the  Assembly  for  establishing  free 
schools,  and  that  it  be  called  the  Public  School." 

This  was  in  anticipation  of  the  town's  compliance  with  the  law  carried 
through  by  John  Rowland,  but  nothing  seems  to  have  come  of  the  pro- 
position. During  the  war  of  1  <S  1 2  the  trustees  of  the  Long  Wharf  did 
not  meet;  but  on  August  19th,  1814,  they  had  got  into  working  order 
again,  ami  'w  a  committee  was  authorized  to  devise  a  plan  for  the  com- 
mencement of  a  school,  taking  into  consideration  the  present  limited 
funds."     This  plan,  reported  August  25th,  1814,  was  as  follows: — 

11  August  25. — The  school  committee  reported  a  plan  for  the  commencement 
of  a  school  for  poor  children  as  follows  :  live  trustees  to  be  appointed  a  school 
committee  to  rent  the  Potter  House  to  a  suitable  person  to  keep  a  school,  for 
such  a  number  of  boys  belonging  to  families  in  the  town  who  are  unable  to 
educate  them;  that  they  be  instructed  in  reading,  writing  and  arithmetic, 
necessary  for  ordinary  business  and  navigation;  the  committee  to  superintend 
and  adopt  a  code  of  rules  for  the  government  thereof,  to  be  rigidly  observed. 
As  many  boys  admitted  as  the  funds  will  support. 

"The  committee  report  that  they  have  visited  the  Potter  House,  and  find  a 
room  fifteen  by  forty  feet,  with  two  lire-places,  which,  at  small  expense,  can  be 
converted  into  a  goad  school-room,  sufficiently  large  for  fifty  or  sixty  scholars, 
and  the  tenants.  Joseph  Pinch  and  wife,  who  occupy  the  c3  ambers  keeping  a 
school,  who  will  undertake  to  instruct  twenty  or  thirty  children  in  reading,  and 
find  the  necessary  tire  wood  at  $1.80  each,  per  quarter,  a  plan  which  the  com- 
mittee recommend  to  be  adopted  for  the  ensuing  winter,  pr<  punitory  to  enlarg- 
ing the  plan  at  the  annual  meeting,  should  the  funds  then  admit,  Job  Gibbs,  a 
carpenter  who  occupies  the  first  floor,  and  is  largely  in  arrears  for  rent,  can  be 
employed  for  making  the  necessary  repairs  for  the  accommodation  of  the  pupils, 
on  enlarging  the  establishment  under  the  direction  of  an  instructor  in  the 
higher  branches. 

"  J.  L.  Boss  and  four  others  were  appointed  a  committee  to  carry  the  same, 
into  effect,  and  they  are  to  have  the  solo  charge  of  the  Potter  House,  renting  the 
same  to  the  best  advantage,  to  receive  the  rents  either  in  tu.it ion,  labor,  mate- 
rials requisite  for  repairs,  or  money.     The  room  for  the  school  to  be  fitted  up  in 


3G  Rhode   Island. 

such  manner  as  they  think  proper.  The  committee  to  make  up  quarterly  ac- 
counts of  expenses,  and  receipts  for  the  house,  tuition,  books,  and  stationery ; 
are  authorized  to  draw  on  the  treasury  for  the  balance,  and  to  make  a  report  of 
the  same  to  the  annual  meeting-,  or  any  other  meeting  of  trustees ;  to  keep  a 
record  of  the  pupils  admitted,  time  of  admission  and  dismission,  books  and  sta- 
tionery furnished.      They  are  also  authorized  to  call  a  meeting  of  the  trustees." 

It  appears  from  a  later  report  that  it  was  really  '•  with  Elizabeth 
Finch "  that  the  contract  was  made,  and  that  "  on  the  16th  October, 
1814,  school  commenced,  consisting  of  twent}~-five  small  bo}'s,  who,  on 
examination  by  the  school  committee  from  time  to  time,  and  more  par- 
ticularly at  the  expiration  of  the  second  quarter,  were  found  to  have 
made  much  greater  progress  in  their  learning  than  was  anticipated,  and 
that  Mrs.  Finch,  with  the  assistance  of  her  husband,  had  done  ample 
justice  to  the  pupils."  It  would  appear  from  this  that  it  was  really  an 
old-fashioned  u  dame's  school,"  the  husband  of  the  "  dame  "  rendering 
incidental  assistance.  On  April  10th,  1815,  the  school  was  increased  to 
forty,  nominally  ;  but  the  actual  number  in  1820  was  only  about  twenty  ;* 
and  it  was  finally  abandoned  in  1832.  The  house  which  it  had  occupied 
was  ordered  to  be  sold,  and  the  proceeds  were  deposited  in  the  savings 
bank,  where  they  remained  until  1863,  when  the}T  were  appropriated, 
with  other  funds,  in  the  bauds  of  the  Long  Wharf  trustees,  to  building 
what  is  now  the  Willow  street  public  school-house. 

As  a  companion  picture  to  the  school-boy  reminisceuces  of  Mr.  Chao- 
ning,  it  may  be  well  to  quote  a  remiuiscence  of  the  worthy  Captain 
Finch,  as  given  by  Hon.  W.  C.  Cozzens,  in  his  public  address  on  the 
dedication  of  the  Willow  street  building : 

"  I  well  remember  this  school  from  1820  to  its  close,  and  shall  never  forget 
the  novel  and  most  peculiar  method  adopted  to  give  notice  of  school-time.  The 
teacher,  having  been  an  old  sea  captain,  was  more  accustomed  to  use  his  lungs 
than  hand-bells,  and  as  there  was  no  bell  belonging  to  the  school,  the  teacher 
with  great  punctuality  would  go  first  to  the  west  window  on  Washington  street 
(second  story),  and  call  out  at  the  top  ol  his  voice — and  that  voice  was 
not  weak  or  delicate — three  times,  '  Boys  !  Boys  !  Boys  !  '  Then  he  would 
appear  at  another  window  on  the  east  side  of  the  house,  and  repeat  the 
same  call,  'Boys!  Boys!  Boys!'  This  being  on  the  side  of  the  cove, 
with  buildings  on  all  four  sides,  forming  a  hollow  square  at  least  a  thou- 
sand feet  across,  over  the  water,  it  would  at  times  produce  a  most  prodigious 
noise,  heard  as  far  almost  as  a  steam  whistle  in  these  days.  I  have  often  heard 
it,  in  my  boyhood  days,  while  sailing  about  the  cove  in  a  boat,  echo  in  every 
direction,  east,  north,  south  and  west.     Sometimes  the   second   and  third   call 

*  Barnard's  Journal  of  It.  I   Inst..  Ill,  145. 


Lotteries   and   their  Eesults.  37 

would  catch  the  echo  of  the  first,  and  with  the  roguish  boys  in  their  boat  joining 
in  the  general  chorus,  shouting  at  the  top  of  their  voices,  '  Boys,'  too.  Thus 
on  many  a  bright  morning,  with  a  calm,  clear  atmosphere,  lias  there  been  a  con- 
fusion of  sounds  oyer  that,  at  times,  crystal  sheet  of  water,  far  surpassing  the 
efforts  of  the  most  gifted  ventriloquist.  What  effect  these  interferences  of  the 
boys,  or  the  echoes,  had  upon  the  old  schoolmaster's  disposition  and  temper, 
I  never  heard."  * 

*  Address  at  the  dedication  of  the  school-hoiise  erected  by  the  trustees  of  Long 
Wharf,  at  Newport,  R.  I.,  p.  18. 


V.     REVIVAL    OF  PUBLIC   SCHOOLS. 

(1820-1828.) 


The  second  movement  for  a  State  system  of  public  schools  seems  to 
have  began  in  a  resolution  passed  by  the  General  Assembly,  early  in  1820, 
"  calling  on  the  several  towns  for  information  on  the  subject  of  public 
schools."*  The  call  could  not  have  been  very  efficacious,  for  scarcely  a 
town  in  the  State  had  any  information  to  give.  Providence  could  honestly 
reply  that  she  had  five  public  school-houses  and  eight  hundred  and  forty- 
six  pupils  under  instruction.  A  committee  of  the  town  of  Newport  could 
only  report  as  follows  : 

"  Their  duty  obliges  them  reluctantly  to  state,  that  except  about  twenty  chil- 
dren educated  at  the  Newport  Long-  Wharf  Public  School,  the  children  of  indi- 
gent persons  in  this  town  rely  on  individual  bounty,  or  the  limited  provision 
made  by  benevolent  institutions  for  the  small  portion  of  instruction  they  obtain  : 
the  consequence  is  that  a  large  number  are  totally  neglected,  or  perhaps  through 
the  medium  of  Sunday  schools  are  taught  to  spell  and  read  very  indifferently. 
After  stating  these  facts,  the  committee  cannot  but  recommend  that  the  town 
instruct  their  representatives  in  General  Assembly  to  unite  in  their  best  endea- 
vors to  procure  an  act  of  the  legislature  for  such  general  system  of  Public 
Schools  as  their  wisdom  may  devise,  and  so  framed  as  to  secure  to  this  town  its 
fair  proportion  of  the  sum  appropriated  to  the  object."  f 

No  immediate  result  followed,  but  at  the  Newport  town-meeting  a  re- 
port was  read,  showing  plainly  that  the  original  school  fund  of  the  town 
had  been  diverted  from  its  proper  use,  and  that  the  town  was  bound  kt  in 
justice  to  itself  as  well  as  to  posterity,  to  provide   for  the   support  and 

*  Barnard's  Journal  of  R.  I.  Institute  of  Instruction,  III,  145. 
t  Barnard's  Journal,  III,  143. 


Revival   of   Public   Schools.  39 

maintenance  of  public  schools  for  the  education  of  all  the  children  of  the 
town  at  the  public  expense."*  A  vote  to  establish  such  schools  had 
been  passed  at  a  previous  meeting,  but  was  reconsidered  at  a  subsequent 
one  ;  and  it  all  ended  in  a  vote  to  petition  the  General  Assembly  for  author- 
ity to  carry  out  the  above  plan.  Permission  was  accordingly  obtained 
to  levy  a  local  tax  for  the  purpose,  and  to  apply  to  the  same  end  the  pro- 
ceeds of  the  school  lands  ;  and  before  proceeding  farther  the  Newport 
committee  called  John  Ilowland  to  the  front  again,  and  obtained  from  him 
a  letter  which  gives  us  another  vivid  glimpse  at  the  gradual  progress  of 
the  only  public  schools,  properly  so  called,  in  the  State. f 

"Providence,  September  20,  1821. 
"  To  Richard  K.  Randolph  and  Dutee  J.  Pearce,  Usqs.  : 

"  Gentlemen  :  —Your  communication  dated  lGtli  instant  was  duly  received,  and 
the  intelligence  it  affords  that  the  good  people  of  my  native  town  have  set  them- 
selves seriously  to  work  to  establish  public  schools  will  render  a  compliance 
with  your  request  the  greatest  pleasure. 

"  The  preparatory  measures  establishing  the  system  in  this  town  resulted  from 
the  provisions  of  an  act  of  the  General  Assembly,  passed  in  1800,  for  the  encour- 
agement of  public  schools  throughout  the  State.  Tins  act  placed  the  power  of 
commencing  and  carrying  the  system  into  effect,  principally  in  the  se~\  e  \  I  town 
councils  ;  and  although  the  act  of  the  State  was  repealed  in  I  wo  years 

after  it  had  pressed,  yet  the  town  never  withdrew  the  powers  confided  by  the  town 
to  the  town  council  in  the  first  instance,  in  conformity  to  the  State  law,  being 
satisfied  they  could  devise  no  better  method.  Before  the  system  was  completed, 
the  town,  on  the  request  of  the  town  council,  appointed  a  school  committee  (at 
first  consisting  of  twelve)  to  attend  with  them  in  any  consultation  on  measures 
to  be  adopted  relative  to  the  schools. 

"  The  town  was  at  first  divided  into  four,  at  present  into  five  school  districts ; 
two  old  school-houses  were  purchased  of  proprietors,  and  three  new  ones  have 
been  built,  two  of  brick  and  one  of  stone.  During  the  time  the  new  houses 
were  building  and  the  old  ones  repairing,  a  sub-committee  devised  and  reported 
the  rules  for  the  government  of  the  schools,  and  designating  the  books  to  be 
used.  The  rides  as  first  established  are  continued  with  little  variation,  but 
changes  have  been  made  in  the  books  as  new  ones  have  appeared,  bettor  adapted. 

"  The  appointment  and  removal  of  the  masters  and  ushers,  remain  solely  with 
the  town  council,  though  in  the  appointment  of  a  master  to  fill  a  vacancy,  (as 
there  are  generally  several  applicants,)  the  school  committee  are  convened  with 
the  council,  and  the  qualifications  of  the  candidates  discussed. 

"Presuming  these  preliminary  observations  may  come  within  the  scope  of  your 
enquiries,  I  now  proceed  to  answer  as  correctly  as  possible,  the  special  interro- 
gations. 

"1st.  Of  how  many  pupils  do  the  schools  consist?  The  average  number  in 
the  winter  season  is  about  nine  hundred,  in  summer  eight  hundred;  the  school- 
houses  are  calculated  to  accommodate  two  hundred  each. 

♦  Barnard's  Journal,  III,  145.  j  Barnard's  Journal,  III.  44. 


40  Rhode   Island. 

"  2d.  Are  there  one  or  more  masters  to  a  school?  One  master  and  one  usher 
to  a  school. 

"  3d.  At  what  age  are  pupils  admitted,  or  at  what  age  discharged?  The  chil" 
dren  are  admitted  at  the  age  of  six  years,  the  time  of  continuance  not  limited* 
Before  the  establishment  of  the  public  schools  the  means  of  education  were  very 
limited,  and  on  their  being  opened,  the  scholars  were  of  all  ages  between  six 
years  and  twenty,  there  are  now  but  few  over  fourteen  years,  mostly  from  six 
to  twelve.  Although  the  age  for  admission  as  a  general  rule,  is  six  years,  yet 
the  preceptors  receive  some  under  that  age,  when  they  belong  to  a  family  from 
which  older  children  attend ;  but  when  the  number  in  a  school  is  two  hundred 
or  more,  which  has  frequently  been  the  case,  then  all  under  six  are  excluded. 

"4th.  Are  females  admitted?  Females  are  admitted.  The  school-rooms  have 
an  aisle  lengthwise  through  the  middle,  the  boys  occupy  one  side,  the  girls  the 
other;  the  floors  rise  from  the  side  of  the  broad  alley  to  the  walls,  and  there  is 
a  desk  and  a  seat  for  every  two  scholars  ;  the  size  of  the  room  fifty  feet  by  thirty. 

"  5th.  Does  the  method  of  instruction  differ  from  that  practised  in  ordinary 
schools?  The  method  of  government  and  instruction  differ  materially  from  that 
practised  in  schools  before,  or  at  the  time  the  public  schools  were  established. 
The  old  pedagogue  system  of  the  cow-skin  and  the  ferule  is  laid  aside.  The 
government  partakes  more  of  the  paternal  character;  the  boys  have  the  appel- 
lation of  masters  and  the  girls  of  misses ;  emulation  is  excited  by  promotion  to 
a  higher  class,  and  by  public  commendation  by  the  preceptor,  of  particular  in- 
stances of  attention  to  order  or  improvement.  The  upper  class  of  boys  are 
supposed  to  be  in  the  character  of  young  gentlemen,  and  the  misses  are 
addressed  as  young  ladies.  After  all,  the  application  of  the  general  system  of 
government  depends  much  on  the  peculiar  qualifications  and  address  of  the  pre- 
ceptor; he  is  not  addressed  by  the  term  master,  that  is  exclusively  applied  to 
the  boys.  The  number  of  males  exceeds  the  number  of  females,  probably  about 
one-fifth  through  winter,  but  in  the  summer  season  they  are  nearly  equal. 

"  6th.  What  are  the  branches  taught?  This  may  be  answered  generally,  by  an 
extract  from  the  first  regulation,  viz.  :  '  The  principal  part  of  the  instruction 
will  consist  in  learning  spelling,  accenting,  and  reading,  both  prose  and  verse, 
with  propriety  and  accuracy,  and  a  general  knowledge  of  English  grammar,  and 
composition;  also  writing  a  good  hand,  according  to  the  most  approved  rules, 
and  arithmetic,'  &c. 

"  7th.     What  is  the  expense  of  each  and  all  the  free  schools  in  Providence? 
Five  masters,  $500  per  year,  each,  -  -  -  $2,500 

Five  ushers,  at  250  dollars  each,        -         .   -  -  -        1,200 

$3,750 
To  this  may  be  added  necessary  repairs  of  school-houses,  stove  pipes,  etc.,  and 
a  few  books  furnished  occasionally  to  poor  children  by  the  town  council. 

"  8th.  What  are  the  results  of  the  system?  As  to  the  effect  which  the  public 
schools  have  had  on  the  state  of  society,  the  evidence  must  be  circumstantial, 
as  it  is  impossible  to  tell  what  would  have  been  the  case  had  they  not  ueen  es- 
tablished; but  the  circumstances  are  so  numerous  and  co-incident,  that  they 
appear  to  establish  the  fact  beyond  a  doubt,  that  they  have  been  highly  benefi- 
cial.    Many  of  our  citizens  who  pay  through  the  tax  collector  for  their  support, 


Revival  of  Public  Schools.  41 

and  who,  having-  no  children  of  their  own  to  instruct,  care  but  little  about  the 
education  of  others  :  but  from  their  observation  of  the  good  effect  of  the  schools 
in  their  own  neighborhood,  or  in  the  town  at  large,  are  now  among  the  most 
zealous  for  their  support.  You,  gentlemen,  were  probably  well  acquainted  with 
the  late  Marshal  E.  K.  Dexter,  Esq.,  and  his  testimony  with  you  will  be  im- 
portant. At  the  time  the  public  schools  were  first  established,  Mr.  Dexter  and 
his  father,  who  paid  a  large  tax,  were  two  of  our  strongest  opposers.  Their 
principal  argument  was,  that  it  was  wrong  to  compel  those  who  had  been  at  the 
expense  of  their  own  education,  and  now  have  no  children  of  their  own  to  be 
benefited,  to  pay  for  the  schooling  of  other  people's  children ;  but  before  the 
death  of  the  father,  he  was  well  satisfied  with  the  result,  and  the  Marshal,  for 
ten  or  twelve  years  past,  has  been  one  of  the  firmest  friends  of  the  schools,  and 
frequently  declared  that  he  owed  the  safety  of  his  gardeus  and  orchards  to  the 
public  schools. 

"There  are  now  many  among  our  most  active  and  valuable  citizens,  mer- 
chants, mechanics,  manufacturers,  and  masters  of  ships,  who  were  poor  boys, 
without  other  means  of  instruction,  and  who  owe  their  present  standing,  and  in 
some  instances  large  property,  entirely  to  the  education  and  manners  acquired 
in  these  public  schools. 

"  Two  schools,  on  the  Lancasterian  plan,  are  now  in  operation  in  this  town, 
by  individuals  from  abroad,  without  any  support  from  the  town.  This  is  matter 
of  experiment ;  they  are  well  spoken  of,  and  I  think  will  be  useful  for  children 
who  have  been  altogether  without  instruction.  In  these  they  can  commence  the 
first  rudiments,  and  be  prepared  to  take  their  places  in  the  other  schools  to  more 
advantage.  A  committee  appointed  by  the  town  at  April  meeting,  made  a  re- 
port (highly  favorable  to  the  plan)  in  June.  The3Mvcre  continued,  and  probably 
will,  at  a  future  meeting,  recommend  one  school  on  the  plan  of  Lancaster,  for 
the  support  of  the  town. 

"  I  have  not  at  present  a  moment's  time  to  review  what  I  have  written,  or  to 
add  any  further  details  or  remarks.  With  the  best  and  most  ardent  wishes  that 
the  gentlemen  who  have  begun  the  good  work  in  Newport,  may  persevere  in  the 
good  cause  to  the  great  benefit  and  everlasting  honor  of  the  place  of  my  birth, 
I  remain, 

"Your  obedient  servant, 

"John  Rowland."* 

During  the  year  1820,  the  Providence  newspapers,  echoed  in  som2 
degree  by  the  Newport  Mercury,  urged  upon  the  community  the  impor- 
tance of  public  education,  and  at  the  February  session,  1821,  the  General 
Assembly  appointed  a  committee  "  to  prepare  and  report  a  bill  establish- 
ing Free  Schools."  The  Providence  American,  in  October,  urges  action 
and  says,  "  A  decided  majority  of  the  people  have  already  expressed  their 
sentiments  in  favor  of  free  schools."  But  if  so,  the  majority  exerted 
their  influence  but  slowly  ;  at  the  October  session  the  committee  ex- 
plained that  they  were  not  yet  ready  to  report.  They  had  addressed  cir- 
culars to  the  town  clerks,  and   many  had   answered,  but  not   all.     As   a 

*  Stone's  Life  of  Howland,  p.  151. 


42  Rhode  Island. 

matter  of  fact,  the  report  never  came,  and  the  impulse  died  away  for  a 
year  or  two. 

It  was  helped  to  revive  by  the  action  of  Newport,  where  a  certain  un- 
easiness of  mind  had  always  existed  in  regard  to  the  school  lands,  so  long- 
diverted  from  their  original  purpose.  Town  meetings  were  held  from 
September  14,  1824,  onwards,  many  legal  points  were  discussed,  and  full 
educational  plans  devised.  It  is  a  curious  indication  of  these  times  that 
there  seems  to  have  been  much  the  same  hesitation  about  the  necessit\r 
of  common  school  education  for  girls  that  is  now  felt  by  many  in  regard 
to  their  collegiate  education.  In  a  report  printed  in  the  Newport  Mer- 
cury of  March  12,  1825,  for  instance,  it  is  stated  that  "in  the  present 
situation  of  the  town,  your  committee  have  thought  it  advisable  that  the 
education  of  males  only  should  be  provided  for."  This  committee's  esti- 
mate for  the  annual  education  of  four  hundred  boys  was  §850,  for  eight 
hundred  boys  and  girls  $1,360  ;  this  being  on  the  Lancasterian  or  moni- 
torial plan,  the  elder  pupils  assisting  in  the  instruction.  On  the  ordinary 
plan  the  cost  would  rise  to  81,768.  The  highest  estimated  cost  for  eight 
hundred  pupils  was  thus  about  half  the  salary  now  paid  to  the  High 
School  Principal  in  Newport. 

These  plans  were  duly  considered,  and  there  were  votes  and  reconsider- 
ations, petitions  to  the  legislature  and  counter-petitions.  As  usual,  a 
lottery  was  thought  of,  and  a  bill  was  read  once  in  the  Assembly,  allow- 
ing Newport  to  raise  $10,000  for  a  school  fund  by  that  means.  Finally, 
however,  at  the  June  session,  1825,  the  town  of  Newport  was  authorized 
by  the  legislature  to  raise  a  tax  of  $800  k'  for  educating  the  white  chil- 
dren of  the  town  who  are  not  otherwise  provided  with  the  means  of  edu- 
cation." This  $800  was  devoted  for  the  first  year  to  building  a  school 
house  on  Mill  street,  in  which  a  public  school  lor  boys  was  opened  May 
9,  1827  ;  a  school  on  the  Lancasterian  plan,  in  which  children  who  could 
afford  it  were  expected  to  pa}'  from  twenty- five  cents  to  a  dollar  per 
quarter,  according  to  the  instruction  they  received.  This  was  followed 
by  a  school  for  girls  opened  June  1G,  1828.  All  the  present  school  sys- 
tem of  Newport  is  the  expansion  of  this  modest  provision.* 

It  was,  to  be  sure,  a  local  movement,  but  it  was  undertaken  under  per- 
mission from  the  State,  and  Governor  Fenner  had  given  it  a  sort  of  official 
recognition,  by  offering  to  the  school  fund  of  Newport  the  sum  of  $100 
which  it  was  usual  for  the  governor  in  those  days  to  contribute  towards 
the  rather  jovial  festivities  of  Election    Day.     In  his  letter,  dated   May 

*  Newport  Mercury,  Sept.  18,  1824;  Feb.  26,  March  12,  May  21,  Jane  II,  23,  July  2,  i),  Sept.  10, 
1823;   April  1,  June  10,  182G;  March  31,  May  3,  12,  June  7,  1827. 


Eevival  of  Public  Schools.  43 

2,  18:^7,  the  Governor  seems  rather  to  apologize  for  this  interference  with 
a  '-good  old  custom,"  but  the  trustees  of  the  school  fund  reassure  him 
in  their  letter  of  acceptance  :  and  Lieutenant-Governor  Collins,  it  seems, 
reinforced  the  donation  by  fifty  dollars  more.* 

All  this  indicated  or  promoted  an  increase  of  sympathy  for  the  public 
school  system,  and  this  finallv  took  form  in  January,  1828.  There  was, 
indeed,  one  final  effort  to  revert  to  the  lotteiy  system,  on  a  large  scale, 
for  at  the  May  session,  in  1825,  it  appears,  u  An  act  for  the  establish- 
ment of  lotteries,  for  the  purpose  of  raising  a  fund  for  the  support  of 
free  schools,  by  which,  it  is  believed,  from  $3,000  to  $5,000  may  be 
raised  annually,  without  risk  or  expense  to  the  State,  was  received  and 
referral  to  the  next  session. "y  But  the  next  session  had,  apparently, 
the  wisdom  to  suppress  it. 

In  1827,  Mr.  Joseph  L.  Tillinghast,  of  Providence,  was  the  leader  in 
urging  free  schools  upon  the  Assembly.  The  subject  was  first  intro- 
duced by  memorials  from  Smithfield,  Cumberland,  Johnston,  East 
Greenwich  and  other  towns.  The  East  Greenwich  memorial,  which  is 
an  excellent  one,  may  be  found  in  full  in  Barnard's  Journal  of  the 
Rhode  Island  Institute  of  Instruction.  J  together  with  reports  of  the. more 
important  speeches.  These  reports  are  taken  from  a  pamphlet  entitled, 
'•Debate  on  the  Bill  establishing  Free  Schools  at  the  January  session  of 
the  Rhode  Island  Legislature,  a.  d.  1828,  reported  for  the  Rhode  Island 
American,  by  B.  F.  Jlallett."  The  bill  finally  passed  through  both 
houses,  by  a  vote  of  fifty-seven  to  two  in  the  House,  and  unanimously, 
after  a  few  amendments,  in  the  Senate.     The  bill  itself  is  as  follows  : 


"School  Act  of   1828. 

"  Section  1.  Be  it  enacted  by  the  General  Assembly,  and  by  authority  thereof 
it  is  enacted,  That  from  and  after  the  passing  of  this  act,  all  11101103-  that  shall  be 
paid  into  the  general  treasury,  by  managers  of  lotteries  or  their  agents  ;  also  all 
money  Unit  shall  be  paid  into  said  treasury  by  auctioneers,  for  duties  accruing 
to  the  State,  shall  be  set  apart  and  paid  over  to  the  several  towns  in  this  State 
in  manner  hereinafter  mentioned,  in  proportion  to  their  respective  population 
under  the  age  of  sixteen  years,  as  exhibited  in  the  census  provided  by  law  to  be 
taken  from  time  to  time,  under  the  authority  of  the  United  States,  always 
adopting  for  said  ratio  the  census  next  preceding  the  time  of  paying  out  each 
annual  appropriation  of  said  money  as  herein  provided,  to  be  by  said  towns  ap- 
propriated to  and  for  the  exclusive  purpose  of  keeping  public  schools,  and 
paying  expenses  thereof;  the  sum,  however,  hereby  appropriated  to  be  paid 
over  in  any  one  year,  not  to  exceed  ten  thousand  dollars. 

*  Newport  Mercury,  May  5, 1827.       \  Newport  Mercury,  May  14,  1825.        %  Vol.  H.  p.  41.        * 


42  Rhode  Island. 

matter  of  fact,  the  report  never  came,  and  the  impulse  died  away  for  a 
year  or  two. 

It  was  helped  to  revive  by  the  action  of  Newport,  where  a  certain  un- 
easiness of  mind  had  always  existed  in  regard  to  the  school  lands,  so  long 
diverted  from  their  original  purpose.  Town  meetings  were  held  from 
September  14,  1824,  onwards,  many  legal  points  were  discussed,  and  full 
educational  plans  devised.  It  is  a  curious  indication  of  these  times  that 
there  seems  to  have  been  much  the  same  hesitation  about  the  necessity 
of  common  school  education  for  girls  that  is  now  felt  by  ninny  in  regard 
to  their  collegiate  education.  In  a  report  printed  in  the  Newport  Mer- 
cury of  March  12,  1825,  for  instance,  it  is  stated  that  "in  the  present 
situation  of  the  town,  your  committee  have  thought  it  advisable  that  the 
education  o^  males  only  should  be  provided  for."  This  committee's  esti- 
mate for  the  annual  education  of  four  hundred  boys  was  $850,  for  eight 
hundred  boys  and  girls  $1,360  ;  this  being  on  the  Lancasterian  or  moni- 
torial plan,  the  elder  pupils  assisting  in  the  instruction.  On  the  ordinary 
plan  the  cost  would  rise  to  $1,768.  The  highest  estimated  cost  for  eight 
hundred  pupils  was  thus  about  half  the  salary  now  paid  to  the  High 
School  Principal  in  Newport. 

These  plans  were  duly  considered,  and  there  were  votes  and  reconsider- 
ations, petitions  to  the  legislature  and  counter-petitions.  As  usual,  a 
lottery  was  thought  of,  and  a  bill  was  read  once  in  the  Assembly,  allow- 
ing Newport  to  raise  810,000  for  a  school  fund  lry  that  means.  Finally, 
however,  at  the  June  session,  1825,  the  town  of  Newport  was  authorized 
by  the  legislature  to  raise  a  tax  of  $800  w-  for  educating  the  white  chil- 
dren of  the  town  who  are  not  otherwise  provided  with  the  means  of  edu- 
cation." This  $800  was  devoted  for  the  first  year  to  building  a  school 
house  on  Mill  street,  in  which  a  public  school  for  boys  was  opened  May 
9,  1827  ;  a  school  on  the  Lancasterian  plan,  in  which  children  who  could 
afford  it  were  expected  to  pa)'  from  twenty-five  cents  to  a  dollar  per 
quarter,  according  to  the  instruction  they  received.  This  was  followed 
by  a  school  for  girls  opened  June  1G,  1828.  All  the  present  school  sys- 
tem of  Newport  is  the  expansion  of  tins  modest  provision.* 

It  was,  to  be  sure,  a  local  movement,  but  it  was  undertaken  under  per- 
mission from  the  State,  and  Governor  Fenner  had  given  it  a  sort  of  official 
recognition,  by  offering  to  the  school  fund  of  Newport  the  sum  of  $100 
which  it  was  usual  for  the  governor  in  those  days  to  contribute  towards 
the  rather  jovial  festivities  of  Flection    Day.     In  his  letter,  dated   May 

*  Newport  Mercury,  Sept.  18,  1824;  Fcb.2G,  March  12,  May  21,  Jane  11,  25,  July  2,  9,  Sept.  10, 
1823;   April  1,  June  10,  1820;  March  31,  May  5,  12,  June  7,  1827. 


Revival  or  Public  Schools.  43 

2,  1827,  the  Governor  seems  rather  to  apologize  for  this  interference  with 
a  '■  good  old  custom,"  but  the  trustees  of  the  school  fund  reassure  him 
in  their  letter  of  acceptance  :  and  Lieutenant-Governor  Collins,  it  seems, 
reinforced  the  donation  by  fifty  dollars  more.* 

All  this  indicated  or  promoted  an  increase  of  sympathy  for  the  public 
school  system,  and  this  finallv  took  form  in  January,  1828.  There  was, 
indeed,  one  final  effort  to  revert  to  the  lottery  system,  on  a  large  scale, 
for  at  the  May  session,  in  1825,  it  appears,  u  An  act  for  the  establish- 
ment of  lotteries,  for  the  purpose  of  raising  a  fund  for  the  support  of 
free  schools,  by  which,  it  is  believed,  from  83,000  to  $5,000  may  be 
raised  annually,  without  risk  or  expense  to  the  State,  was  received  and 
referred  to  the  next  session. "y  But  the  next  session  had,  apparently, 
the  wisdom  to  suppress  it. 

In  1827,  Mr.  Joseph  L.  Tillinghast,  of  Providence,  was  the  leader  in 
urging  free  schools  upon  the  Assembly.  The  subject  was  first  intro- 
duced by  memorials  from  Smithfield,  Cumberland,  Johnston,  East 
Greenwich  and  other  towns.  The  East  Greenwich  memorial,  which  is 
an  excellent  one,  may  be  found  in  full  in  Barnard's  Journal  of  the 
Rhode  Island  Institute  of  Instruction.  J  together  with  reports  of  the. more 
important  speeches.  These  reports  are  taken  from  a  pamphlet  entitled, 
u  Debate  on  the  Bill  establishing  Free  Schools  at  the  January  session  of 
the  Rhode  Island  Legislature,  a.  d.  1828,  reported  for  the  Rhode  Island 
American,  by  B.  F.  Hallett."  The  bill  finally  passed  through  both 
houses,  by  a  vote  of  fifty-seven  to  two  in  the  House,  and  unanimously, 
after  a  few  amendments,  in  the  Senate.     The  bill  itself  is  as  follows  : 

"School  Act  of   1828. 

"  Section  1.  Be  it  enacted  by  the  General  Assembly,  and  by  authority  thereof 
it  is  enacted,  That  from  and  after  the  passing  of  this  act,  all  money  that  shall  be 
paid  into  the  general  treasury,  by  managers  of  lotteries  or  their  agents  ;  also  all 
money  that  shall  be  paid  into  said  treasury  by  auctioneers,  for  duties  accruing 
to  the  Stare,  shall  be  set  apart  and  paid  over  to  the  several  towns  in  this  State 
in  manner  hereinafter  mentioned,  in  proportion  to  their  respective  population 
under  the  age  of  sixteen  years,  as  exhibited  in  the  census  provided  by  law  to  be 
taken  from  time  to  time,  under  the  authority  of  the  United  States,  always 
adopting  for  said  ratio  the  census  next  preceding  the  time  of  paying  out  each 
annual  appropriation  of  said  money  as  herein  provided,  to  be  by  said  towns  ap- 
propriated to  and  for  the  exclusive  purpose  of  keeping  public  schools,  and 
paying  expenses  thereof;  the  sum,  however,  hereby  appropriated  to  be  paid 
over  in  any  one  year,  not  to  exceed  ten  thousand  dollars. 

*  Newport  Mercurj,  May  5, 1827.       t  Newport  Mercury,  May  14, 1823.        \  Vol.  If.  p.  41.       » 


VI.    THE  CONDITION  OF  AFFAIRS  ON  THE  INTRO- 
DUCTION OF  THE  PUBLIC  SCHOOL  SYSTEM. 

(1828—1839.) 


The  school  law  of  1828  was  an  honest  effort  to  do  a  very  difficult 
thing,  namely  :  to  unite  in  one  school  system  a  city  like  Providence, 
which  had  long  since  established  schools  of  its  own,  and  various  country 
towns  to  which  the  whole  enterprise  was  a  wholly  new  one.  To  the 
country  towns,  the  law  seemed  to  attempt  too  much  ;  while  the  experi- 
enced friends  of  education  in  Providence  thought  it  attempted  too  little. 
John  Rowland,  alwa}Ts  clear  and  graphic  in  his  statements,  wrote  of  it 
with  some  dissatisfaction,  in  a  letter  to  Captain  George  Howland,  of 
Newport : 

"  By  the  new  State  law,  for  the  encouragement,  or  rather  for  the  encourage- 
ment of  schools,  each  town  is  to  receive  a  small  sum,  annually,  from  the  State 
treasury,  and  are  allowed  to  assess  a  small  sum,  I  don't  recollect  how  much,  in 
a  town  tax  for  the  same  purpose.  This  limitation,  beyond  which  the  towns  are 
prohibited  from  assessing,  was  passed  in  the  General  Assembly  by  the  influence 
of  members  who  were  opposed  to  the  general  instruction  of  the  children 
throughout  the  State,  and  wished  to  confine  it  to  paupers.  But  the  town  of 
Providence  insisted  on  their  right  to  assess  as  much  as  they  pleased,  or  thought 
necessary  for  the  support  of  their  schools,  and  sufficient  for  the  education  of 
all  the  children  in  town,  and  this  privilege  was  reserved  to  us  in  the  State  law, 
but  it  is  allowed  to  no  other  town  in  the  State.  The  rich  men  of  Providence 
are  and  always  have  been  in  favor  of  all  the  children  being  educated  at  the 
town's  expense,  and  if  a  representative  of  this  town,  in  the  General  Assembly, 
should  oppose  this  system,  he  would  never  be  sent  to  the  Assembly  again. 
But  it  does  not  altogether  depend  on  rich  men  in  this  town.  The  Mechanics' 
Association  consists  of  three  hundred  members,  most  of  whom  are  voters,  and 
all  in  favor  of  the  schools.  The  number  of  children  at  the  last  quarterly  visi- 
tation in  our  public  schools,  was  twelve  hundred  and  seventy-seven."  * 

*  Stone's  Life  of  Howland,  p.  156. 


Schools  in  1828.  47 

But  inasmuch  as  the  law  endured  and  did  its  work,  the  main  point  of  in- 
terest is  now  to  ascertain  in  what  condition  it  found  the  schools  of  Rhode 
Island.  Here  again  we  have  from  John  Rowland,  in  the  same  letter, 
some  glimpses.     He  says  of  Providence: 

''  Twenty-eight  or  twenty-nine  years  ago,  the  town  established  public  schools 
sufficient  for  the  instruction  of  all  the  children,  of  both  sexes.  The  school- 
houses  were  built,  or  purchased  at  the  expense  of  the  town,  and  the  salaries  of 
the  instructors  are  paid  out  of  the  town  treasury.  The  town  is  divided  into 
live  school  districts,  in  each  of  which  there  is  a  school-house,  with  a  master,  or 
principal  instructor,  and  an  usher.  The  salary  of  each  master  is  $500,  and  of 
the  usher  $250.  About  two  years  since,  there  was,  in  addition  to  the  above, 
live  primary  or  women's  schools  established,  one  in  each  district,  for  the  small 
children  to  be  taught  the  alphabet,  and  to  be  able  to  read  and  spell  properly. 
The  salary  of  the  mistresses  in  each  of  these  schools  is  a  hundred  and  seventy- 
five  dollars  per  year.  In  two  of  these  primary  schools,  the  teacher  has  an 
assistant,  at  a  less  salary.  Agreeably  to  the  report  of  the  school  committee,  at 
the  late  June  town  meeting,  the  amount  of  all  the  salaries  is  -  §4,590  46 
Estimated  contingent  expenses  for  repairs  of  school-houses,  stove 

pipes,  premiums  of  rewards  to  children,  etc.,  etc.,      -        -  $100  00 

Total,  -        -        -        -        -         -         -        -         -         $4,750  46* 

We  fortunately  have  also  a  full  and  careful  exhibition  of  the  condi- 
tion as  to  schools  of  every  town  in  the  State,  in  the  year  1828.  It  was 
prepared  for  the  Rhode  Island  American  and  Gazette  of  January  1 6, 
1828  ;  and  is  preserved  in  Barnard's  Journal  of  the  Rhode  Island  Insti- 
tute,! as  follows  : 

Rhode  Island  Schools  in  1828. 

"  Schools  are  now  kept  up  in  our  country  towns  at  a  very  considerable  expense 
to  the  people;  an  expense  much  greater  than  would  be  required  of  them  should 
they  raise  an  equal  amount  with  the  sum  they  would  be  entitled  to  receive  from 
the  treasury,  under  the  proposed  act  for  establishing  free  schools.  To  show  this, 
we  refer  to  the  following  statements  gathered  from  the  representatives  of  the 
towns  named,  the  general  correctness  of  which  may  be  relied  on,  though  the 
statement  is  not  as  full  as  could  be  wished.  In  1821,  a  committee,  appointed  on 
the  state  of  education,  collected  from  most  of  the  towns  the  exact  account  of  the 
number  of  school-houses,  schools,  etc.,  in  each  town.  Their  report  was  never 
made  to  the  legislature,  and  the  information  is  not  to  be  found  on  file.  In  order 
to  supply  this  defect,  as  far  as  possible,  we  have  applied  to  the  several  represen- 
tatives, and  now  give  the  result,  with  the  exception  of  Providence,  which  is 
abundantly  provided  with  schools. 

"  Newport.—  One   free   school  with  about  two  hundred  scholars.     Forty-two 

*  Stone's  life  of  Howland,  p.  155.     t  Barnard's  Journal,  II.  38. 


48  Rhode  Island. 

private  schools,  having  about  one  thousand  one  hundred  scholars.  These  schools 
are  supported  winter  and  summer.    Inhabitants,  7,31  i). 

"  West  Greenwich.  Two  school-houses,  built  by  subscription.  Eleven 
schools  are  regularly  kept  about  three  months  in  the  winter;  three  of  which  are 
continued  nearly  the  year  round.     Inhabitants,  1,927. 

"Richmond. — Two  school-houses,  in  which  schools  are  kept  a  part  of  each 
season  ;  also  a  well  attended  Sunday  school.     Inhabitants,  1,428. 

"  Hopkinton. — Nine  school-houses,  in  three  of  which — in  the  vicinity  of  facto- 
ries— schools  are  kept  through  the  year,  the  others  in  winter.  Inhabitants, 
1,821. 

"North  Kingstown, — The  Elam  Academy,  and  one  private  school  in  Wickford. 
There  is  but  one  school-house  in  the  town,  near  William  Reynold's  factory — in 
all  six  schools,  three  of  which  are  kept  winter  and  summer.     Inhabitants,  3,007. 

"Exeter. — Three  school-houses,  in  which  winter  schools  are  kept — no  other 
schools  in  the  town.     Inhabitants,  2,581. 

"East  Greenwich. — Academy  and  one  private  school  in  the  village,  kept  year 
round  ;  four  in  other  parts  of  the  town—  in  all  six  school-houses.  Seven  schools 
are  kept  in  the  winter  and  three  or  four  women's  schools  in  the  summer.  In- 
habitants, 1,519. 

"Johnston. — Five  school-houses;  six  or  seven  schools  are  kept  in  the  winter 
and  two  or  three  in  the  summer.     Inhabitants,  1,542. 

"  Charlestown. — One  school-house — from  five  to  seven  schools  in  the  winter, 
and  three  in  the  summer.     Inhabitants,  1,160. 

"Coventry. — Ten  school-houses,  fourteen  schools  in  winter,  and  seven  in 
summer.     Inhabitants,  3,139. 

"  Portsmouth. — Four  school-houses,  in  which  schools  are  kept  pretty  regu- 
larly in  winter,  and  in  one  or  two  in  summer.     Inhabitants,  1,645. 

"Foster. — Fifteen  school-houses — all  open  in  the  winter  season,  and  most  of 
them  in  summer.     Inhabitants,  2,000. 

"  North  Providence. — Seven  school-houses — an  academy,  and  four  other 
schools  in  Pawtucket,  two  men's  and  three  women's,  kept  most  of  the  year ;  in 
all  eleven  schools  in  the  town,  most  of  them  kept  open  but  a  part  of  the  year. 
Inhabitants,  2,420. 

"Cranston. — Is  divided  into  eleven  districts,  and  has  eleven  school-houses, 
though  schools  not  regularly  kept  in  all.  There  are  five  other  schools — in  all  six- 
teen schools,  but  a  small  part  kept  through  the  year.     Inhabitants,  2,274. 

"  Middletown. — Five  school-houses,  in  which  are  schools  regularly  in  winter, 
and  irregularly  in  summer.     Inhabitants,  949. 

"Warwick. — Seven  school-houses,  in  which  are  kept  men's  schools,  besides 
two  or  three  others  ;  six  women's  schools  in  winter  and  summer — in  all  sixteen 
schools.     Inhabitants,  3,643. 

"  Smithfield.  — Has  thirteen  school-houses.  Two  of  these  are  well  conducted 
academies,  kept  the  year  round,  at  Woonsocket  and  Slatersville,  two  nourishing 
manufacturing  villages.     There  is  also  a  private  school  at  Woonsocket.     Two 


Schools  in  1828.  49 

school-houses  on  tlie  east  road,  four  on  the  Worcester  road;  one  Sayles'hill; 
one  in  Angell's  neighborhood;  one  Louisquisset  turnpike,  of  brick,  and  one 
near  R.  Mowry.  Besides  schools  regularly  kept  in  these  places,  there  are  five 
others,  in  all  nineteen  schools.     Inhabitants,  4,678. 

"Cumberland. — Is  divided  into  districts  and  has  thirteen  school-houses, 
schools  regularly  kept  and  well  attended  in  all.     Inhabitants,  2,G53. 

"  Burrillyille.— Eleven  school  houses  ;  schools  in  all  in  the  winter,  averaging 
forty  scholars  each ;  one  kept  the  year  round.  There  are  four  or  five  private 
schools  in  summer.     Inhabitants,  2,164. 

"  Scituate.—  Five  school-houses.  There  are  probably  some  other  schools  in 
the  town,  but  a  correct  statement  could  not  be  obtained.     Inhabitants,  2,834. 

"  Glocester. — Eleven  school-houses,  and  about  fifteen  schools  in  the  winter. 
Inhabitants,  2,504. 

"Jamestown. — Three  school-houses,  schools  kept  in  but  two  in  winter.  In- 
habitants, 448. 

"  Harrington. — Three  school-houses ;  schools  kept  winter  and  summer.  In. 
habitants,  634. 

"  Little  Compton. — Eight  school-houses  open  in  winter,  and  most  all  in  sum- 
mer.    Inhabitants,   1,580. 

"Westerly. — Six  school-houses  open  the  year  round;  limited  to  thirty 
scholars  each.  There  are  two  academies,  one  at  Pawcatuck,  a  manufacturing 
village,  kept  the   year  round ;  in  all  eight  schools.     Inhabitants,  1,972. 

"  Bristol. — Four  school-houses,  one  of  which  is  an  academy,  with  two 
schools  in  it.  There  are  five  men's  schools  in  winter,  and  seven  women's  schools 
through  the  year.  The  town  appropriates  about  $350  annually  for  support  of 
schools,  arising  from  the  rent  of  market,  licences,  and  some  land  given  for  that 
purpose.     Inhabitants,  3,197. 

"Warren. — One  academy  and  four  school-houses;  three  built  by  the  town 
and  one  by  an  individual.  There  are  five  men's  schools  in  winter  (including  the 
academy),  and  an  average  of  twelve  female  schools  through  the  year;  in  addition 
to  the  above,  sometimes  as  many  as  twenty  female  schools.     Inhabitants,  1,806. 

"New  Shoreham. — One  school-house.  There  are  four  schools,  averaging 
thirty  scholars  each;  kept  four  months  in  winter,  and  about  six  months  in  sum- 
mer.    Inhabitants,  955. 

"  South  Kingstown. — One  academy,  in  which  a  school  is  kept  the  year 
round,  and  seven  school-houses,  in  which  schools  are  kept  winter  and  summer. 
There  are  a  number  of  schools  kept  irregularly  in  private  houses.  Inhabitants, 
3,723. 

"  Tiverton. — Ten  school-houses,  in  which  schools  are  kept  pretty  regularly. 
There  are  a  few  other  small  schools.     Inhabitants,  2,875. 

"Providence. — There  are  eight  public  schools  in  this  town,  at  which  about  nine 
hundred  children  are  taught.  Six  or  seven  academies  where  the  higher  branches 
are  taught,  including  the  Friends'  Seminary,  and  probably  eighty  or  ninety  private 
schools.  In  1821,  a  regular  return  was  made  of  all  the  schools  in  town.  Exclu- 
sive of  the  public  schools,  there  were  then  ten  men's  schools,  and  forty-four 
4 


50  Rhode  Island. 

kept  by  females.  Since  then  this  number  has  greatly  increased.  The  expense 
of  the  public  schools  paid  by  tax  on  the  inhabitants,  is  not  much  short  of  §5,000. 
The  amount  paid  by  parents  for  private  tuition  is  doubtless  double  that  sum, 
making  at  the  lowest  estimate  $15,000,  annually  paid  for  the  tuition  of  the 
children  of  Providence.  It  is  obvious,  therefore,  that  in  a  pecuniary  point  of 
view,  Providence  will  gain  nothing  by  the  system  of  free  schools  becoming 
general,  as  she  would  pay  much  more  into  the  treasury  towards  the  support 
of  schools  in  other  towns  than  she  would  be  entitled  to  draw  out,  besides 
making  up  the  deficiency  in  the  support  of  her  own  schools.  Inhabitants  in  1820, 
11,767;  since  increased  to  upwards  of  17,000. 

"  Population  of  the  counties  in  1820, — Providence,  35,730;  Newport,  15,771; 
Washington,  15,(587;  Kent,  10,228;  Bristol,  5,037. 

"  Supposed  number  of  children  to  be  educated,  viz.  :  Providence  county, 
15,315;  Newport,  0,527;  Washington,  7,093;  Kent,  4,517;  Bristol,  2,301.  In 
the  State,  35,813  children. 

"  From  an  examination  of  the  above  statement,  it  will  be  seen  that  there  is  a 
much  larger  number  of  school-houses  erected  than  has  been  generally  supposed, 
and  but  few  additional  ones  will  be  required.  It  is  obvious,  too,  that  the  ex- 
pense to  all  the  towns  of  keeping  up  the  schools  they  now  maintain,  is  a  much 
greater  sum  than  they  will  be  required  to  assess  in  order  to  entitle  them  to  their 
proportion  of  any  money  that  may  be  appropriated  out  of  the  treasury,  thus 
giving  them  at  a  less  expense  than  the  inhabitants  o'f  those  towns  now  volun- 
tarily incur,  nearly  double  the  advantages  of  education  they  are  now  receiving. 

"  The  total  number  of  school-houses  erected  in  all  the  towns  in  the  State  (ex- 
cluding Providence  and  Newport),  are  181,  and  ten  academies.  The  number  of 
winter  schools,  averaging  at  least  three  months  in  a  year,  maintained  by  the 
inhabitants  of  these  towns  is  262.  A  winter  school  for  three  months  must  cost 
at  least  $100,  which  gives  $20,200,  the  sum  now  annually  paid  by  the  inhabitants 
of  the  towns  above  alluded  to,  for  the  education  of  their  children,  besides  the 
expense  of  keeping  female  schools  in  summer.  If  the  blank  in  the  bill  now 
before  the  General  Assembly  is  tilled  with  $10,000,  the  proportion  which  those 
towns  will  receive  from  that  sum  will  so  much  diminish  their  expense  of  educa- 
tion ;  or  if  they  add  it  to  what  they  now  pay  within  themselves,  will  greatly 
extend  the  means  of  instruction  among  their  children,  without  one  cent  addi- 
tional burden,  the  only  effect  being  to  equalize  the  payment  of  the  sums  now 
voluntarily  raised  in  the  several  towns. 

"Taking  the  estimate  for  the  criterion  of  apportionment,  the  several  towns 
would  be  entitled  to  receive  the  following  sums  out  of  an  annual  allowance  from 
the  treasury  of  $10,000,  viz.:  Newport,  $000.40;  Portsmouth,  $245.08;  New 
Shoreham,  $37.32;  Jamestown,  $107.22;  Middletown,  $137.80;  Tiverton, 
$175.30;  Little  Compton,  $153.18;  Providence,  $2,010.54;  Sinithlield,  $551.40: 
Scituate,  $201.04;  Glocester,  $208.32;  Cumberland,  $200  48;  Cranston,  $300.38: 
.Johnston,  $196.08;  North  Providence,  $382.06;  Poster,  $103;  Burrillville, 
$100.80;  Westerly,  $143.98;  North  Kingstown,  $266.54;  South  Kingstown. 
$336.74;  Charlestown,  $107.22;  Exeter,  $183.86;  Richmond,  $01.00;  Hopkin- 
ton,  $143.08;  Bristol,  $450.40;  Warren,  $180.04;  Barrington,  $58.60;  Warwick, 
$398  28;  East  Greenwich,  $140.74;  West  Greenwich,  $190  74;  Coventry, 
$175.22." 


Schools  in  1828.  51 

Such  was  the  condition  of  the  Rhode  Island  schools  when  the  school 
law  went  into  operation.  These  schools  had  been  heretofore  detached 
and  isolated,  dependent  \vh0ll3*  on  the  degree  of  enlightenment  or  energy 
which  prevailed  in  a  particular  town.  Henceforward  they  were  to  be  a 
part  of  a  State  system,  such  as  it  was,  and  were  to  be  brought  under 
the  general  influence  which  revived  all  the  schools  of  New  England 
from  1826  to  1830. 

Some  modifications  of  the  school  law  took  place  during  the  next  fif- 
teen years  ;  the  most  important  being  the  temporary  adoption  of  a  rule 
by  which  the  school-money  was  distributed — not,  as  at  first,  according 
to  the  number  of  inhabitants  below  the  age  of  sixteen,  but  according  to 
the  number  of  the  white  population  under  the  age  of  fifteen  years,  and 
the  number  of  the  colored  population  under  the  age  of  ten  years,  to- 
gether with  five-fourteenths  of  the  said  population  between  the  ages  of 
ten  and  twenty-four  years.  This  complicated  method  remained  in  force 
from  1832  to  1815.  There  were  also  some  additional  provisions  as  to 
the  sources  of  the  school  fund  and  as  to  the  forms  of  school  returns, 
besides  various  local  enactments  as  to  school-houses  and  school  districts. 
In  1837-8  the  schools  of  Providence  underwent  a  great  revolution  for 
the  better ;  and  in  1839  the  school  laws  of  the  State  were  codified  as 
follows  : 


School  Law  of  1830. 

"Ax  act  to  revise  and  amend  the  several  Acts  relating  to  Public  Schools. 
Be  it  enacted  by  the  General  Assembly  asfolloics: — 

"  Section  1.  The  annual  income  of  the  money  deposited  or  that  may  be  de- 
posited witli  this  State  by  the  United  States  in  pursuance  of  '  an  act  to  regulate 
the  deposit  of  the  public  money,'  passed  by  the  Congress  of  the  United  States, 
and  approved  June  23,  1830,  shall  annually  be  paid  over  to  the  several  towns  in 
this  State;  to  be  appropriated  for  the  purpose  of  maintaining  public  schools,  in 
manner  hereinafter  provided. 

"  Sec  2.  To  the  money  derived  from  said  source,  shall  annually  be  added 
enough  from  any  money  in  the  general  treasury  not  otherwise  specially  appro- 
priated, to  make  up  the  sum  of  twenty-live  thousand  dollars,  to  be  annually 
paid  out  for  the  purpose  aforesaid.  The  money  received  by  the  State  from  the 
managers  of  lotteries  or  their  agents,  or  from  auctioneers  for  auction  duties 
accruing  to  the  State,  shall  be  hereafter  annually  appropriated,  to  pay  the  debt 
now  due  from  the  general  treasury  to  the  permanent  school  fund,  until  said 
debt  is  paid;  after  which  time  the  revenue  derived  from  those  sources  shall  be 
applied  to  the  increase  of  said  fund.  The  money  paid  out  by  virtue  of  this  act, 
shall  be  divided  among  the  several  towns  in  proportion  to  the  respective  white 


52  Khode   Island. 

population  of  each  town  under  the  age  of  fifteen  years  ;  the  colored  population 
of  such  town  under  the  age  of  ten  years,  and  five-fourteenths  of  the  colored 
population  between  the  ages  of  ten  and  twenty-four  years  ;  computing  the  same 
according  to  the  United  States  census  next  preceding  such  annual  payments, 
and  excepting  Xarragansett  Indians  in  all  cases. 

"  Sec.  3.  Each  town  may  raise  by  tax  every  year  so  much  money  as  a  ma- 
jority of  the  freemen  may  deem  proper,  to  be  appropriated  to  the  purpose  of 
keeping  public  schools,  not  exceeding  in  any  one  year  double  the  amount  re- 
ceived by  such  town  from  the  general  treasury  :  provided  that  notice  be  inserted 
in  the  warrant  issued  for  calling  the  town  meeting,  that  such  business  will  then 
be  acted  upon. 

"  Sec.  4.  The  money  received  by  each  town  from  the  general  treasury,  shall 
be  applied  to  pay  for  instruction,  and  not  for  room  rent,  fuel  or  any  other  pur- 
pose whatever. 

"  Sec.  5.  The  general  treasurer  shall  keep  a  separate  account  of  all  moneys 
paid  to  the  State  by  lottery  managers,  or  their  agents,  or  auctioneers  as  afore- 
said, and  shall  report  the  same  to  the  General  Assembly  annually,  at  the  May 
session  thereof:  particularizing  the  sums  received  from  each  of  said  sources. 

"  Sec.  G.  The  school  committee  of  each  town  snail  every  year  certifiy  to  the 
general  treasurer,  that  the  money  received  the  previous  year  has  been  faith- 
fully applied  according  to  this  act.  No  town  shall  receive  its  proportion  of  the 
next  distribution  until  such  certificate  be  made. 

"  Sec.  7.  The  money  payable  by  virtue  of  this  act,  shall  be  paid  to  the  order 
of  the  town  treasurers  of  the  several  towns  which  shall  comply  with  the  terms 
of  this  act,  on  or  after  the  first  day  of  June  in  every  year;  and  the  said  town 
treasurers  shall  apply  for  and  receive  said  money  from  the  general  treasurer, 
as  soon  after  it  is  payable,  as  it  may  be  required  for  school  purposes  in  their 
respective  towns  :  and  shall  charge  and  receive  no  compensation  for  their 
services  in  collecting  the  same. 

"  Sec.  8.  Each  town  shall,  at  its  annual  town  meeting  for  the  choice  of  town 
officers,  appoint  a  school  committee,  to  consist  of  not  less  than  five,  nor  more 
than  thirty  persons  resident  in  such  town,  to  act  without  compensation  ;  and  to 
be  engaged  to  the  faithful  discharge  of  their  duties  before  entering  upon  the 
same. 

"Sec.  9.  The  school  committees  shall  appoint  a  president  or  chairman  and 
secretary  from  their  number,  and  shall  keep  a  record  of  all  their  proceedings ; 
they  shall  meet  at  least  as  often  as  once  in  every  three  months,  and  a  majority 
of  the  whole  number  chosen  shall  constitute  a  quorum ;  but  any  less  number 
may  adjourn  a  meeting,  giving  reasonable  notice  of  the  time  and  place  of  the 
adjourned  meeting. 

"  Sec.  10.  The  school  committee  of  each  town  may  direct  the  books  to  be 
used,  and  make  all  necessary  rules  and  regulations  for  the  good  government  of 
the  public  schools  therein ;  they  may  suspend  or  expel  any  scholar  for  miscon- 
duct ;  they  shall  determine  the  places  where  the  school-houses  shall  be  located, 
or  the  school  kept,  in  the  different  districts,  having  regard  to  the  accommoda- 
tion of  the  greatest  number  of  inhabitants ;  and  for  satisfactory  reasons  may 
alter  the  location  of  any  school-house ;  and  in  case  of  the  death,  resignation,  or 
removal  of  a  member  of  the  committee,  they  may  fill  the  vacancy  for  the  re- 


School   Law   of    1839.  53 

mainder  of  the  year :  and  at  any  regular  meeting  they  may  make,  alter  and 
repeal  such  by-laws  and  regulations  for  the  delegating  or  more  conveniently 
discharging  any  or  all  of  the  duties  assigned  to  them  as  they  shall  deem  proper: 
Provided,  they  are  not  repugnant  to  the  provisions  of  this  act,  nor  in  violation 
of  any  law  in  this  State. 

"  Six1.  11.  The  school  committee  shall  appoint  all  instructors  and  instruc- 
tresses, taking  care  that  they  be  of  good  moral  character,  temperate  and  other- 
wise well  qualified  for  the  office ;  and  may  dismiss  said  instructors  or 
instructresses  in  case  of  inability,  or  misconduct;  said  committee  shall  visit  all 
the  schools  in  their  respective  towns,  at  least  as  often  as  once  in  three  months 
during  their  continuance,  and  shall  generally  superintend,  watch  over  and  pro- 
vide for  the  well  ordering  and  governing  the  same. 

"  Si:e.  12.  The  school  committee  shall  allow  and  certify  all  bills  for  com- 
pensation for  instruction  and  all  other  expenses  before  the  same  shall  be  paid  by 
the  town  treasurer ;  they  shall  also  at  the  annual  town  meeting  for  choosing 
town  officers,  (and  oftener  if  required)  render  an  account  of  all  their  doings 
for  the  preceding  year. 

':  Sec  13.  All  divisions  of  any  town  into  school  districts,  and  all  alterations 
of  such  divisions,  whether  made  by  a  town  or  school  committee,  shall  be  re- 
corded in  the  town  clerk's  office  of  such  town. 

"  Six1.  14-.  The  school  committee  of  every  town  shall  hold  quarterly 
meetings  on  the  second  Mondays  of  January,  April,  July  and  October  in  every 
year. 

"  Six:.  15.  There  shall  but  one  school  be  kept  in  any  school  district,  unless 
the  school  committee  shall  otherwise  order. 

"  Sec.  10.  The  school  committee  of  any  town,  with  the  assent  of  the  school 
committee  of  an  adjacent  town,  may  permit  such  children  as  will  be  better  ac- 
commodated thereby,  to  attend  the  school  in  such  adjacent  town,  and  may  pay 
such  portion  of  the  expense  thereof,  as  considering  the  number  of  children  and 
other  circumstances,  may  be  just  and  proper. 

"  Sec.  17.  The  money  which  each  town  shall  receive  by  virtue  of  this  act, 
shall  be  expended  among  the  different  schools  and  school  districts,  in  such  pro- 
portions as  the  school  committee  shall  deem  most  advisable. 

'•  Sec.  18.  The  freemen  of  any  town  may,  at  any  legal  town  meeting,  divide 
their  town  into  suitable  school  districts,  and  may  from  time  to  time  alter  the 
number  and  limits  thereof.  All  divisions  heretofore  made  by  any  town  or 
school  committee,  shall  remain  in  force  until  legally  changed. 

"  Sec.  19.  Every  school  district  shall  be  a  body  corporate,  by  such  name  or 
designation  as  the  school  committee  shall  select,  so  far  as  to  prosecute  and 
defend  in  all  actions  relating  to  the  property  or  affairs  of  the  district,  and  to 
take  and  hold  such  real  estate  as  may  be  given  to  or  purchased  by  them  for  the 
purpose  of  supporting  schools  in  the  district. 

"  Sec.  2(>.  The  school  committee  of  ths  several  towns  and  of  the  city  of 
Providence,  shall  on  or  before  the  first  Wednesday  of  May,  annually,  make 
official  returns  to  the  secretary  of  state,  of  all  the  public  schools  in  such  towns 
and  the  city  respectively,  for  the  year  preceding  the  date  of  the  returns;  the 
amount  of  school  money  received  from  the  general  treasury;  the  amount  of 
money  raised  by  the  town  or  city  for  supporting  public  schools  ;  the  number  of 


54  Rhode  Island. 

districts ;  the  number  of  schools  in  each  district ;  the  amount  of  money  ex- 
pended in  each  school,  designating  the  portion  paid  for  furniture,  fuel  and  inci- 
dental expenses,  and  the  portion  paid  for  instruction  only ;  the  number  01 
children,  male  and  female,  attending  each  school,  and  their  average  attendance; 
the  time  and  season  of  keeping  each  school;  the  number,  names  and  salary  of 
instructors ;  the  branches  taught  and  books  used.  They  shall  also  the  next  and 
subsequent  years,  report  the  number  of  academies  and  private  schools  in  their 
respective  towns;  the  length  of  time  and  season  of  the  year  they  are  kept;  the 
names  of  the  instructors  ;  prices  of  tuition  ;  and  the  average  number  of  scholars 
attending  each  of  them :  Provided,  however,  that  the  returns  aforesaid  to  be 
made  by  the  school  committee  on  or  before  the  first  Wednesday  in  May  next, 
shall  be  conformable  to  the  blank  returns  already  furnished  the  several  towns 
under  the  act  of  June  last. 

"  Sec.  21.  The  secretary  shall  annually  furnish  every  town  and  the  city  of 
Providence,  with  the  blank  forms  of  the  returns  required  by  the  last  section, 
which  forms  shall  contain  a  copy  of  this  and  said  last  section;  and  the  secretary 
shall  annually  at  the  session  of  the  General  Assembly  first  holden  after  the 
annual  session  in  May,  report  an  abstract  of  said  returns.  No  town  or  city  shall 
be  entitled  to  any  part  of  the  money  appropriated  to  be  paid  out  of  the  general 
treasury,  to  the  support  of  public  schools,  which  shall  have  failed  to  make  such 
returns  for  the  year  next  preceding  the  time  of  the  appropriation ;  and  the 
names  of  all  such  delinquent  towns  or  city  shall  be  by  the  secretary  returned  to 
the  general  treasurer,  on  or  before  the  first  Monday  in  June  annually. 

"  Sec.  22.  There  shall  annually  be  paid  out  of  the  general  treasury  to  the 
town  treasurer  of  the  town  of  Charlestown,  the  sum  of  one  hundred  dollars,  to 
be  expended  under  the  direction  of  some  suitable  person  to  be  annually  Appointed 
by  the  governor,  in  the  support  of  a  school  for  the  use  of  the  members  of  the 
Narragansett  tribe  of  Indians  and  the  incidental  expenses  thereof,  and  in  pur- 
chasing school  books  for  the  use  of  said  school;  and  an  annual  account  of  the 
appropriation  of  all  said  money  shall  be  rendered  to  the  general  treasurer,  on  or 
before  the  first  Wednesday  of  May. 

<;  Sec.  23.  Two  or  more  contiguous  districts  in  adjoining  towns,  the  majority 
of  the  taxable  inhabitants  of  each  district,  at  a  duly  notified  meeting  agreeing 
thereto,  may  unite  together  for  the  purpose  of  keeping  one  school,  if  they  may 
deem  it  more  advantageous  to  do  so ;  and  in  such  cases  the  committee  men  of 
the  districts  so  uniting,  may  examine  and  appoint  the  instructor. 

"  Sec.  24.  Whenever  any  persons  to  the  number  of  live  or  more,  have  asso- 
ciated or  shall  hereafter  associate  together  for  the  purpose  of  building  and  main- 
taining a  school-house,  they  shall  be  entitled  to  all  the  privileges  of  a  body  cor- 
porate, by  such  name  and  style  as  they  may  select,  and  upon  such  terms  and 
subject  to  such  regulations  as  they  may  have  adopted  upon  the  formation  of  their 
association ;  and  may  hold,  control  and  convey,  by  their  corporate  name,  the 
school-house  so  erected,  and  the  lot  of  land  upon  which  it  may  stand ;  and  the 
shares  or  ownership  therein,  may  be  transferred  in  the  same  manner  as  personal 
estate. 

"  Sec.  25.  Whenever  any  persons  to  the  number  of  five  or  more,  have  asso- 
ciated or  shall  hereafter  associate  together,  for  the  purpose  of  procuring  and 
maintaining  a  library,  they  shall   be  entitled  to  all  the  privileges  of  a  body  cor- 


School   Law   of    1839.  55 

porate,  by  such  name  as  tliey  may  designate,  and  upon  such  terms  and  subject 
to  such  constitution  and  rules  as  they  may  have  adopted  upon  the  formation  of 
their  association ;  and  may  hold,  control  and  convey  by  their  corporate  name, 
real  and  personal,  to  an  amount  not  exceeding  two  thousand  dollars,  exclusive 
of  their  books,  maps  and  library  furniture.  Provided,  that  in  all  such  cases,  the 
constitution  or  articles  of  association,  and  all  alterations  thereof,  shall  be  re- 
corded in  the  town  clerk's  office  in  the  town  where  such  library  shall  be  estab- 
lished. 

"  Sec.  26.  All  general  acts  heretofore  passed  relating  to  public  schools,  ex- 
cepting so  much  of  the  eighth  section  of  '  an  act  to  establish  public  schools,' 
passed  January  session,  a.  d.  1828,  which  relates  to  the  permanent  school  thud, 
as  is  not  inconsistent  with  this  act,  are  hereby  repealed.  Provided,  that  every 
thing  done  under  said  acts  shall  be  valid,  and  all  things  omitted  or  neglected  to 
be  done,  shall  be  punished  by  the  same  penalties  and  forfeitures  as  if  this  act 
had  not  been  passed. 

"  Sec.  27.  The  secretary  shall  immediately  cause  to  be  printed  a  sufficient 
number  of  copies  of  this  act  and  of  all  laws  and  acts  in  force  relating  to  public 
schools,  or  the  building  of  school-houses  in  the  several  towns,  and  shall  send  a 
suitable  number  to  the  town  clerk  of  each  town,  for  the  purpose  of  distribution,*' 


VII.     FIRST   RESULTS 

(1839-1843.) 


We  have  accurate  means  of  knowing,  b}r  statistics,  the  results  pro- 
duced, within  a  few  }~ears,  b}T  the  school  law.  The  first  report,  prepared 
by  any  officer  or  committee,  so  far  as  I  know,  giving  any  precise  school 
statistics  for  the  State,  was  presented  to  the  public,  May  17,  1832,  and 
published  in  a  pamphlet  form.  It  was  prepared  by  Oliver  Angell,  a  vet- 
eran Rhode  Island  teacher,  in  behalf  of  a  committee  appointed  at  a  pub- 
lic meeting  held  in  the  Providence  Town  House,  during  the  previous 
year.  The  report  recognizes  progress  already  made,  mentions  a  great 
deficiency  of  school-houses,  and  a  great  want  of  some  medium  of  inter- 
course between  persons  interested  in  education  in  the  different  towns.  It 
closes  as  follows  : 

"Upon  a  review  of  the  subject,  your  committee  find  much  cause  for  congratu- 
lation in  the  increase  and  increasing  means  of  education  in  the  State.  There  is 
not  a  town  in  which  all  the  children  may  not  have  the  means  of  acquiring  a  con- 
mon  school  education,  and  when  we  consider  the  nature  of  our  institutions  and 
how  much  their  preservation  depends  on  the  general  spread  of  information  and 
on  the  correct  morals  of  our  youth,  we  have  much  cause  to  rejoice  at  the  present 
favorable  prospects,  and  we  look  forward  to  the  period  when  Ehode  Island  shall 
be  as  celebrated  for  the  facilities  afforded  to  education,  as  she  now  is  for  her  in- 
dustry and  manufactures."  * 

The  most  important  part  of  the  report,  however,  is  to  be  found  in  the 
following  table,  for  the  year  1832  : 

*  Barnard's  Journal  of  R.  I.  School  Inst.,  II,  49. 


First  Results. 


57 


TOWNS. 


Providence 

N.  Providence. 
Smithflelcl. .  •  •  • 
Cumberland. .  • 
Burrillville.  . .  • 

Glocester  

Scituate 

Foster 

Johnston 

Cranston 

Bristol 

Warren 

Barrington. . . . 

Warwick. 

Coventry 

East  Greenwich 
West  Greenwich 

Newport 

Tiverton 

Portsmouth...-  . 
Little  Compton. 
New  Shoreham. 

Middletown 

Jamestown 

No.  Kingstown  . 
So.  Kingstown  . 

Exeter.' 

Westerly.  .  . 
Hopkinton.  . 
Richmond  . . . 
Charlestown. 


1,150 
400 

2.04!) 


Months. 


.  .1 


11 


1.200 
800 
510 
(ISO 

1,19- 
40( 
550 
275 
230 
11 

1.040 
yOO 
250 
300 
400 
000 
3G0 
245 
100 
210 
100 
550 
360 
390 
400 
550 
225 
500 


6s   12 

2 

k 


4  &    12 
3  &  12 


Months. 


as   12  85,000 
574 


3 


G 

3  &   12 

3 


Total 


i  323117,034 


L2 


4 
3 

r 

93 

3  h 


GOO 
500 
300 
550 
300 


56 

io; 


a 
o 
H 


1,682   14s  12 

300   1 


3GG 
500 
500 
350 


500 
300 
100 


17  1.000 

16  500 

17  400 
20  550 


11 


soo 


Teachers  Teachers 
3 1 8 


147 


150 
100 


$11490 


240 
200 


12 
1  for  1: 


Months. 


42  s  12 
12 


12 
8  for  3  m 


12 


80  1  for  12  |   12 
100 

900   12 
400    1 

<;o 

1 


i;»: 


2G9 


250 
200 


12 


250 

225 
100 

80 


,s.| 


Teachers  Teachers 

i   srT-"  I  186 


Whole  number  of  public  schools  in  the  State,    -  -                -                     323 

Whole  number  of  scholars  taught  in  them,                 -  -                -         17,034 

Number  of  male  teachers  employed,     -  318 

Number  of  female  teachers  employed,         -  147 

Number  of  schools  continued  through  the  year,  -                -                       20 

Average  time  of  the  others,           -                -                -  -                -  3  months. 

Whole  amount  appropriated  by  the  towns  for  the  support  of  schools,          $11,490 

Amount  drawn  from  school  fund,         -  $10,000 

Whole  amount  expended  for  support  of  public  schools,  -                -       $21,490 

,      ,  t.        .  A1  ,.,  „.  f  Male  teachers,  30 

Number  of  private  schools  continued  through  the  year,*  <  finale      "  88 


*In  nearly  all  the  country  towns,  the  private  schools  may  he  considered  as  the  puhlic 
schools  continued  hy  individual  subscription,  from  three  to  six  months. 


58 


Khode  Island. 


Whole  number  of  scholars  taught  in  them,  (exclusive  of  the  Friends' 

Boarding  School,  Providence.*)        -  3,403 
Estimated  expense  of  the  private  schools  which  continue  through 

the  year,  at  twenty  dollars  per  scholar,    -  $68,040 
Estimated  expense  of  other  private  schools,  at  three  dollars  per  scholar,    $13,335 

Total  estimated  expense  of  private  schools,               -                -                -  $81,37-") 
Sum  total  expended  for  support  of  schools  for  one  year,                   -           $102,805 

The  first  abstract  of  school  returns  was  presented  in  1839  and  gives 
ground  for  comparison  with  the  table  just  cited.  Other  tables  are  added, 
which  show  the  gradual  progress  down  to  1844. 

Abstract  of  Returns  of  Public  Schools,  May,   1839. 


TOWNS. 


Newport 

Providence 

Portsmouth 

Westerly. 

Warwick 

N.  Shoreham. . 
N.  Kingstown. 
S.  Kingstown. . 
E.  Greenwich. . 
Jamestown 

Smithfield 

Scituate 

Glocester  

Charlestown. . . 
W.  Greenwich. 

Coventry 

Exeter 

Middletown  . . . 

Bristol 

Tiverton 

Iv.   Compton.  . . 

Warren 

Cumberland  .  . . 
Richmond 

Cranston 

Hopkinton  .... 

Johnston 

N.  Providence 
Harrington.  . . 

Foster 

Burrillville . . . 


1,739 

3. Sis 
440 
499 

1,454 
359 
827 

1,042 

389 

80 

1,738 

1,048 
090 
359 
530 

1,059 
085 
252 
790 
787 
359 
403 
970 
413 

oso 

4S1 
004 
804 
100 
821 
044 


20 


53] 

45 

50J 

00 

62 

7ol 

15 

15 

85 

92 

60 

00 

28 

20 

80 

80 

62 

90 

00 

52 

83 

80 

33 

65 

95 

62 

31 

45 

7«» 


+S  «3 


5H 


800  00 
7,000  00 


400  00 
84  00 


03 

crt 

o 

a 

-+j? 

CO 

S 

0 

6 

0 

yA 

K 

1 

9 

5 

15 

8 

8 

11 

12 

14 

14 

4 

4 

14 

10 

18 

18 

1,000  00 
300  00 
027  34 


300  00 

500  00 


.00  00 


350  00 

200  00 

93  75 

300  00 


3  3 

30  30 

10  10 

10  20 

8  8 

15  10 

19  19 

13!  1 

5  10 
17,  21 

7|  13 

3,  3 
li)  22 
10  10 
13,  13 
12'  12 
12  15 
10  13 

3  3 
19j  19  19 
10  10  32 


. 

,_;  r- 

V 

<~  -C 

v\ 

O   a 

■si 

P  '— 

_ 

o  £ 

a 

p3 

Kft 

'-* 

w 

295 

20 

535 

51 

178 

07 

21 

00 

124 

17 

94 

67 

44 

50 

14 

00 

87  54 

"  i  5  *  00 

"28*40 
50  00 
297  5 
135  12 
7  43 
127  8 


501  03 

11347 

124  08 
100  70 

'75*02 


as 


1,025  00| 

8,420  90 
487  69 
598  08 

1,082  42 
394  43 
792  05 

1,059  71 
386  30 
159  00 

2,511  50 

1,472  00 
858  95 
379  85 
572  00 

1,172  30 
47!)  0 
490  88 

1.307  50 
037  11 
390  0() 
445  09 

1,594  4 
458  00 
606  82 
089  20 
718  47 

1,091  30 
170  10 
938  22 
927  70 


25,000  001  12,575  09  330  305  427  2,971  50  32,383  30  13,748  12,240 


No.  of 
Scholars. 


Agg. 

Aver. 

265 

215 

1,753 

1.753 

245 

225 

473 

385 

740 

740 

190 

200 

479 

421 

645 

045 

209 

189 

53 

53 

1,200 

900 

734 

577 

384 

884 

240 

240 

253 

227 

470 

284| 

200: 

320! 
349 

580, 
132 
412 
219 
407 
478 
388 
408 
194 
019 
440 


470 

284 
200 
820 
810 
227 
109 
482 
182 
407 
337 
838 
888 
148 
481 
447 


♦This  flourishing  institution  contains,  on  an  average,  160  scholars. 


First  Results. 


59 


Abstract  of  the  Returns  of  Public  Schools,   made  May,'  1844. 


Newport 

Providence 

Portsmouth 

Westerly 

Warwick 

X.  Shoreham. . . 
X.  Kingstown.. 
S.  Kingstown.  . 
E.    Greenwich.. 

Jamestown 

Smitlmeld 

Seilnate 

Glocester 

Charlestown  . .  . 
W.  Greenwich . . 

Coventry 

Exeter   ! 

Micldletown  .... 

Bristol 

Tiverton 

Little  Compton . 

Warren 

Cumberland 

Richmond. j 

Cranston   

Hopkinton j 

Johnston ; 

X.  Providence. . 

Barrington I 

Foster 

Burrillville ; 

Total ' 


1600 
1048920 


8G54 
500  00 


1(532 

13701)3 

51058 

400 


18008 
50117; 
-11 

1000 

03937 

4129 

39075! 

98350 

0150 

714  I 


Instructors.! 


.M 

0 

£3 

0 

■1 

Q 

0 

CO 

o 

Q 

y. 

fc 

400  j 

115921 

100  j 

'  42050 


i'i 

3; 

i; 

19 

8 
12 
IS 
1 3 


10 


38 

i: 

8 
12 
18 
13 


•;; 
4 

20! 

12 

12 
12 
14 


170059 
505742 

37442 

45395 
15503(5 

29982 

GGG81 

9(5432 

33044 
0033 
217523 

90310 

55118 

25094| 

33035 

81781 

44(573 

19839 

81857 

sou:; 

32:521 

45789 
1 10809J 

34070 

08120] 

42242 

58995 

98282 

12050 

(.2453 

4(590(5 

2509574  279183:3591  42S>  342i 


20 
13 

]:: 

10 

17' 
12 

i 

14 

9 1 

15 

12  . 
12  . 
12 
13 

3 
18 
18 


1 1 

49! 

6 

4 

12 

2 

18 

9 

8 

19 

21 

21 

_ 

<■>.- 

000 

49J257102 
120 


9|  31583 
150 


1202 

101  50*' 
5  .... 

14   1731 
1 


912 


35 


5  20O 
I 


10 


125 
20080 


!4s,s; 


3 

1303,0 

8 

247:50 

3 

35(52 

q 

111: 


30951 

189751 

1020; 

191 S011 
299821 
9293S! 

U3S351 

39410 

15,5  J 

3490  ( 

147908 1 

109190 
20504 


93142 
49080 
23939 

15:512:, 

109577; 
3G4501 
78025 

202575 
49732 
81080J 
38900 
85905 

1750 
23(5 
0245:5 
89591 


No.  of 

Scholars. 


090 

4118 
2S2 
531 

1491 
232 
514 
S22 
283 
94 

2790 
880 
483 
218 
232 
71(5 
374 
93 
444 
098 
28 
203 

1090 
218 
40 
40 
592 

1752 
128 
495 
503 


000 
3159 
192 
344 
1087 
171 
400 
521 
2(  II I 
72 
1200 
570 
332 
1  lo 
1 48 
427 
225 
93 
352 
434 
200 
134 
774 
200 
3:52 
25 1 
42S 
750 
102 
304 
3S0 


173  540517  4S33570 


15014528 


Yet  in  spite  of  all  the  progress  shown  by  these  tables,  Rhode  Island 
was  tar  from  keeping  pace  with  the  progress  made  elsewhere.  Jt  must 
be  remembered  that  it  was  just  at  this  time — from  1837  to  1848 — that 
Horace  Mann  was  revolutionizing  the  common  schools  of  Massachusetts, 
and  through  them,  stimulating  those  of  all  the  eastern  States.  Accord- 
ingly there  seems  to  have  been  a  latent  demand  for  some  more  vigorous 
organization  in  Rhode  Island,  and  this  found  expression  at  last,  in  a 
bill  introduced   into  the    Assembly  by  Wilkins  Updike,  Esq.,  of  South 


<30  Rhode  Island. 

Kingstown,  in  Oct.,  1843.      Introducing  this  bill,  Mr.  Updike   made  the 
bold  statement  that 

"The  free  school  system  as  it  then  existed,  was  not  a  blessing  to  the  State, 
except  in  the  city  of  Providence,  and  possibly  in  a  few  other  towns,  where  a 
similar  course  was  pursued.  This  was  not  owing  to  the  want  of  liberal  appro- 
priation from  the  general  treasury.  This  was  large  enough,  or  at  least,  was 
larger  than  was  made  by  any  other  State  to  the  several  towns.  But  the  difficulty 
lay  with  the  towns,  and  with  the  want  of  any  thorough  system  for  the  examina- 
tion of  teachers,  the  regulation  of  books,  and  supervision  of  schools,  by  officers 
qualified  to  discharge  these  duties.  Our  teachers  come  from  abroad,  are  em- 
ployed without  producing  evidence  either  of  moral  character,  or  their  titness  to 
teach,  remain  in  the  schools  two  or  three  months,  and  within  twenty-four  hours 
of  the  close  of  the  term  arc  gone  to  parts  unknown.  The  books  for  our  schools 
are  selected  by  authors  and  publishers,  or  itinerant  venders,  and  all  that  parents 
have  to  do  about  the  matter  is  to  get  new  books  every  year,  and  pay  the  bills. 
As  to  visiting  the  schools,  who  ever  heard  of  committees  going  about  into  the 
different  districts,  or  of  parents  being  seen  in  the  school-room?  These  things 
should  be  looked  into.  The  legislature  should  know  what  becomes  of  the  sum 
of  £25.000,  which  is  drawn  annually  from  the  general  treasury.  The  people 
should  have  their  attention  called  to  the  actual  state  of  education  among  us. 
Our  self-respect  should  be  roused  by  a  knowledge  of  the  fact  brought  out  by  the 
last  census  of  the  United  States,  from  which  it  appears  that  Rhode  Island  is 
behind  the  other  New  England  States  in  this  matter.  With  a  population  of 
108,830,  we  have  over  1,G00  adults  who  cannot  read  or  write,  while  Connecticut 
with  a  population  of  309,978,  has  only  52G.  The  other  New  England  States  not 
only  educate  their  own  teachers,  lawyers,  doctors  and  clergymen,  but  help  to 
supply  our  demand  for  these  classes  of  men.  It  is  time  to  bestir  ourselves  in 
this  matter.  We  need  not  act  with  precipitation.  All  that  this  bill  provides 
for,  is  information  as  to  the  real  state  of  things,  and  upon  such  information  the 
legislature  and  the  people  can  act  understandingly.  Pass  this  bill — sustain  the 
agent  who  may  be  appointed— act  upon  his  recommendations  when  they  are  sus- 
tained by  facts  and  sound  arguments— engraft  upon  our  system  the  tried  im- 
provements of  other  States — enlist  the  people,  the  whole  people,  in  this  great 
work  of  elevating  the  schools  where  all  the  children  of  the  State  may  be  well 
educated,  and  this  little  bill  of  three  sections  will  be  the  beginning  of  a  new  era 
in  our  legislation  on  the  subject  of  education."* 

The  bill  introduced  by  Mr.  Updike — which  passed  unanimously — was 
as  follows  : 

"An  Act  to  provide  for  ascertaining  the  condition  of  the  Public  Schools  in  this 
State,  and  for  the  improvement  and  better  management  thereof. 

"  Be  it  enacted  by  the  General  Assembly  as  follows  : 

"  Section  1.     The  Governor  of  this  State  shall  employ  some  suitable  person 

*  Barnard's  Report  for  1845,  p.  109. 


First  Results.  61 

as  agent,  for  the  purposes  hereaftcrmentioned,  at  a  reasonable  compensation  for 

his  services. 

"  Sec.  2.  The  said  agent  shall  visit  and  examine  the  respective  public  schools 
in  this  State;  ascertain  the  length  of  time  each  district  school  is  kept,  and  at 
what  season  of  the  year ;  the  qualifications  of  tlic  respective  teachers  of  said 
schools — the  mode  of  instruction  therein— collect  information  of  the  actual  con- 
dition and  efficiency  of  our  public  schools  and  other  means  of  popular  educa- 
tion :  and  diffuse  as  wideiy  as  possible  among  the  people,  a  knowledge  of  the 
most  approved  and  successful  methods  of  arranging  the  studies  and  conducting 
the  education  of  the  young,  to  the  end  that  the  children  of  this  State  who  de- 
pend upon  common  schools  for  instruction,  may  have  the  best  education  that 
those  schools  may  be  made  to  impart;  and  shall  make  a  report  to  the  legisla- 
ture, with  such  observations  and  reflections  as  experience  may  suggest,  upon 
the  condition  and  efficiency  of  our  system  of  popular  education,  and  the  most 
practicable  means  of  improving  the  same. 

"  Sec.  3.  It  shall  be  the  duty  of  the  preceptors  of  the  public  schools  in  the 
respective  districts  in  this  State,  from  time  to  time,  to  furnish  said  agent  with 
all  the  information  he  may  require,  in  order  to  enable  him  to  cany  out  the  pro- 
visions of  this  act. 

"Passed  October  Session,  1843. 

"  Henry  Bowen,  Secretary." 

This  act  was  promptly  promulgated  by  the  Governor  of  the  State, 
with  the  following  circular  : 

"To  the  People  of  Rhode  Island. 

"In  pursuance  of  An  Act  'to  provide  for  ascertaining  the  condition  of  the 
public  schools  of  this  State,  and  for  the  improvement  and  belter  management 
thereof,'  I  have  secured  the  services  of  Henry  Barnard,  who  has  had  several 
years  experience  in  the  discharge  of  similar  duties  in  a  neighboring  State,  and 
has  observed  the  working  of  various  systems  of  public  instruction  in  this 
country  and  in  Europe. 

Mr.  Barnard  will  enter  immediately  on  the  duties  of  his  office.  His  great 
object  will  be  to  collect  and  disseminate  in  every  practicable  way  infor- 
mation respecting  existing  defects  and  desirable  improvements  in  the  organiza- 
tion and  administration  of  our  school  system,  and  to  awaken,  enlighten,  and 
elevate  public  sentiment,  in  relation  to  the  whole  subject  of  popular  education. 
With  this  view,  he  will  visit  all  parts  of  the  State,  and  ascertain,  by  personal 
inspection,  and  inquiries  of  teachers,  school  committees,  and  others,  the  actual 
condition  of  the  schools,  with  their  various  and  deeply  interesting  statistical 
details.  He  will  meet,  in  every  town,  if  practicable,  such  persons  as  are  dis- 
posed to  assemble  together,  for  the  purpose  of  stating  facts,  views  and  opin- 
ions, on  the  condition  and  improvement  of  the  schools,  and  the  more  complete 
and  thorough  education  of  the  people.  lie  will  invite  oral  and  written  commu- 
nications from  teachers,  school  committees,  and  all  others  interested  in  the  sub- 
ject, respecting  their  plans  and  suggestions   for  advancing  the  intellectual  and 


62  Rhode  Island. 

moral  improvement  of  the  rising,  and  all  future  generations,  in  the  State.  The 
result^  of  his  labors  and  inquiries  will  be  communicated  in  a  report  to  the  Gen- 
eral Assembly. 

"  In  the  prosecution  of  labors  so  delicate,  difficult  and  extensive,  Mr.  Barnard 
will  need  the  sympathy  and  cooperation  of  every  citizen  of  the  State.  With  the 
most  cordial  approval  of  the  object  of  the  legislature,  and  entire  confidence  in 
the  ability,  experience  and  zeal  of  the  gentleman  whom  I  have  selected  to  carry 
it  out,  I  commend  both  to  the  encouragement  and  aid  of  all  who  love  the  State, 
and  would  promote  her  true  and  durable  good,  however  discordant  their  opin- 
ions may  be  on  other  subjects. 

"  James  Fenner. 

"Providence,  December  G,  1843." 

The  appointment  thus  announced  was  the  most  important  step  yet 
taken  in  the  school  history  of  Rhode  Island.  So  great  was  the  confi- 
dence felt  in  Mr.  Barnard,  that  the  school  legislation  of  the  State  was 
virtually  placed  in  his  hands — a  few  temporary  acts  concerning  school- 
houses  being  excepted — and  he  was  instructed  by  the  General  Assembly 
to  prepare  and  present  the  draft  of  a  school  law  which  should  cover  the 
whole  ground  of  existing  statutes. 


VIII.     HENRY    BARNARD'S    SCHOOL    LAW 

(1843-1845.) 


At  the  session  of  the  Assembly  in  May,  1844,  the  new  sehool  agent  made 
his  report  of  a  sehool  lav,-,  which  was  considered  and  printed.  At  the  June 
session  it  was  passed  by  the  House,  and  the  Senate  ordered  it  to  be 
printed — together  with  the  remarks  of  the  agent,  explaining  each  section — 
and  voted  that  it  should  be  circulated  among  the  school  committees  of  the 
several  towns.  The  year  after,  1845,  it  was  again  considered  by  the  Senate, 
carefully  revised  by  a  committee  and  passed  by  a  large  majority.  It 
was  also  passed  by  the  House,  but  with  the  condition  that  the  law  should 
not  go  into  operation  until  after  the  rising  of  the  General  Assembly  iu 
October,  in  order  that  its  provisions  should  be  thoroughly  understood. 

The  chief  advocate  of  the  bill  in  the  Assembly,  during  the  debate, 
appears  to  have  been  Mr.  Updike,  whose  pictures  of  the  need  of  educa- 
tion were  very  vivid.     In  the  course  of  his  remarks,  he  said  : 

"  There  is  a  wide-spread  dissatisfaction  with  the  schools  as  they  are ;  with 
the  inefficient  manner  in  which  the  system  is  administered ;  with  the  shortness 
of  time  for  which  the  schools  are  kept, — although  they  are  quite  long  enough, 
unless  they  can  be  kept  by  better  teachers;  with  the  amount  of  money  which  is 
now  appropriated  by  the  State  without  calling  forth  any  corresponding  efforts 
and  appropriations  from  the  towns  and  districts ;  with  the  want  of  any  suitable 
regulation  as  to  books  and  studies;  with  the  defective  methods  of  instruction, 
aud  the  harsh,  unnecessarily  harsh,  discipline  pursued  by  many  of  the  schools  ; 
in  fine,  with  the  entire  organization  and  administration  of  the  system,  as  far,  at 
least .  as  the  great  mass  of  the  towns  are  concerned.  True,  there  are  good  schools 
in  Providence,  Bristol,  Warren  and  Newport,  and  in  some  of  the  eastern  towns  of 
Providence  county,  but  the  returns  to  the  secretary  of  state,  and  the  report  of 
your  school  commissioner,  will  show  that  the  public  schools  are  not  kept  in  the 
country  districts,  on  an  average,  three  months  in  the  year;  that  there  area  great 


64  Rhode  Island. 

variety  of  text-books  in  every  school,  and  that  this  variety  is  made  greater  every 
year  through  the  activity  of  book  agents,  authors  and  publishers.  *  *  Let  us 
have  a  law  by  which  the  enormous  evil  and  expense,  arising  out  of  a  constant 
change  of  school  books  shall  be  remedied ;  and  all  new  school-houses  erected 
after  judicious  plans  and  directions.  Let  us  have  a  law  by  which  the  public 
interest  shall  be  kept  alive  and  vigilant,  to  look  after  the  expenditures  of  the  * 
public  money,  and  see  that  the  results  correspond  with  the  outlay.  Let  us  have 
an  officer  whose  intelligence,  experience,  and  constant  oversight,  shall  give  effi- 
ciency and  uniformity  to  the  administration  of  the  system — who  shall  go  round 
among  the  schools,  hold  meetings  of  teachers,  parents,  and  the  friends  of  edu- 
cation, break  up  the  apathy  which  prevails  in  some  parts  of  the  State,  enlighten 
the  ignorant,  and  direct  the  efforts  of  all  to  one  great  and  glorious  end,  the 
training  of  all  the  children,  the  rich  and  the  poor,  in  all  sound  knowledge  and 
worthy  practice.     Let  us  have  a  State  pride  on  the  subject. 

"Let  us  aim  to  be,  what  I  am  sure  we  can  become  from  our  compact  popula- 
tion, and  the  comparative  wealth  of  all  our  people,  the  educated  and  educating 
State  of  this  Union.  Instead  of  being  set  down  in  the  census  of  the  United 
States  as  the  seventh  State  in  the  scale  of  ignorance  and  neglect  of  public  edu- 
cation— instead  of  having  one  in  forty  of  our  population  who  cannot  read  and 
write — instead  of  giving  occasion  for  geographers  and  travellers  to  say,  that 
Rhode  Island  is  behind  every  other  New  England  State  in  the  means  and  results 
of  common  school  education — instead  of  all  this,  let  us  make  an  immediate  and 
vigorous  effort  to  reverse  the  picture.  Let  us  stand  at  the  head  of  the  list,  for 
a  wisely  organized  and  efficiently  administered  system  of  public  instruction,  "f  *  * 

The  act  finally  passed  was  as  follows  : 

"Ax  act  Relating  to  Public  Schools. 

"  Passed  June  27,  1813. 
"It  is  enacted  by  the  General  Aesembly  as  follows : 

"  I.     State  Appropriation  and  Supervision.     Sections  I.— III. 

"  Section  I.  For  the  uniform  and  efficient  administration  of  this  act,  and  the 
supervision  and  improvement  of  such  schools  as  may  be  supported  in  any  man- 
ner out  of  appropriations  from  the  general  treasury,  the  governor  shall  appoint 
an  officer,  to  be  called  the  commissioner  of  public  schools,  who  shall  hold  his 
office  one  year,  and  until  his  successor  shall  be  appointed,  with  such  compen- 
sation for  his  services,  and  allowance  for  his  expenses,  as  the  General  Assembly 
shall  determine. 

"  Sec.  II.  For  the  encouragement  and  maintenance  of  public  schools  in  the 
several  towns  and  cities  of  the  State  in  the  manner  hereinafter  prescribed,  the 
sum  of  twenty-five  thousand  dollars  is  hereby  annually  appropriated,  payable 
out  of  the  annual  avails  of  the  school  fund,  and  of  the  money  deposited  with 
this  State  by  the  United  States,  and  other  moneys  not  otherwise  specially  ap- 

t  Barnard's  Journal  R.  1.  School  Inst.,  II.  pp.  54-6 


School   Law  of  1845.  65 

propriated;  and  the  general  treasurer  is  authorized  and  directed  to  pay  all 
orders  drawn  by  the  commissioner  of  public  schools  in  pursuance  of  the  pro- 
visions of  this  act,  or  of  resolutions  of  the  General  Assembly :  Provided,  the 
aggregate  amount  of  such  orders  in  any  one  year  shall  not  exceed  the  sum  of 
twenty-five  thousand  dollars. 

"Sec  III.  The  commissioner  of  public  schools  is  authorized  and  it  is  made 
his  duty — 

"1.  To  apportion  annually,  in  the  month  of  May,  the  money  appropriated  to 
public  schools,  among  the  several  towns  of  the  State,  in  proportion  to  the  num- 
ber of  children  under  the  age  of  fifteen  years,  according  to  the  census  taken 
under  the  authority  of  the  United  States,  next  preceding  the  time  of  making 
such  apportionment. 

"2.  To  draw  all  orders  on  the  general  treasurer,  for  the  payment  of  such 
apportionment  in  favor  of  the  treasurers  of  such  towns  as  shall  comply  with  the 
terms  of  this  act,  on  or  before  the  1st  of  July  annually. 

"3.  To  prepare  suitable  forms  and  regulations  for  making  all  reports,  and 
conducting  all  necessary  proceedings  under  this  act,  and  to  transmit  the  same, 
with  such  instructions  as  he  shall  deem  necessary  and  proper  for  the  uniform 
and  thorough  administration  of  the  school  system,  to  the  town  clerk  of  each 
town,  for  distribution  among  the  officers  required  to  execute  them. 

"4.  To  adjust  and  decide,  without  appeal  and  without  cost  to  the  parties,  all 
controversies  and  disputes  arising  under  this  act,  winch  may  be  submitted  to 
him  for  settlement  and  decision ;  the  facts  of  which  cases  shall  be  stated  in 
writing,  verified  by  oath  or  affirmation  if  required,  and  accompanied  by  certified 
copies  of  all  necessary  minutes,  contracts,  orders  and  other  documents. 

"5.  To  visit  as  often  and  as  far  as  practicable,  every  school  district  in  the 
State,  for  the  purpose  of  inspecting  the  schools,  and  diffusing  as  widely  as 
possible  by  public  addresses,  and  personal  communication  with  school  officers, 
teachers  and  parents,  a  knowledge  of  existing  defects,  and  desirable  improve- 
ments in  the  administration  of  the  system,  and  the  government  and  instruction 
of  the  schools. 

"  G.  To  recommend  the  best  text-books,  and  secure,  as  far  as  practicable,  a 
uniformity  in  the  schools  of  at  least  every  town,  and  to  assist,  when  called 
upon,  in  the  establishment  of,  and  the  selection  of  books  for  school  libraries. 

"  7.  To  establish  teachers'  institutes,  and  one  thoroughly  organized  normal 
school  in  the  State,  where  teachers,  and  such  as  propose  to  teach,  may  become 
acquainted  with  the  most  approved  and  successful  methods  of  arranging  the 
studies,  and  conducting  the  discipline  and  instruction  of  public  schools. 

"8.  To  appoint  such  and  so  many  inspectors  in  each  county,  as  he  shall, 
from  time  to  time,  deem  necessary,  to  examine  all  persons  offering  themselves 
as  candidates  for  teaching  public  schools,  and  to  visit,  inspect,  and  report,  con- 
cerning the  public  schools,  under  such  instructions  as  said  commissioner  may 
prescribe ;  Provided,  that  as  far  as  practicable  such  inspectors  shall  be  experi- 
enced teachers,  and  shall  serve  without  any  allowance  or  compensation  from  the 
general  treasury. 

"9.     To  grant  certificates  of  qualification  to    such   teachers   as   have   been 

approved  by  one  or  more  county  inspectors,  and  shall  give  satisfactory  evidence 

of  their  moral  character,   attainments,  and  ability  to  govern  and   instruct  chil" 

dren. 

5 


66  Rhode  Island. 

"  10.  To  enter,  or  cause  to  be  entered,  in  proper  books  to  be  provided  for 
the  pnrpose  in  his  office,  all  decisions,  letters,  orders  on  the  treasurer,  and  other 
acts  as  commissioner  of  public  schools ;  and  to  submit  to  the  General  Assem- 
bly at  the  October  session,  an  annual  printed  report,  containing,  together  with 
an  account  of  his  own  doings, — 

"First, — A  statement  of  the  condition  of  the  public  schools,  and  the  means 
of  popular  education  generally  in  the  State ; 

"  Second, — Plans  and  suggestions  for  their  improvement; 

"Third, — Such  other  matters  relating  to  the  duties  of  his  office,  as  he  may 
deem  useful  and  proper  to  communicate. 

"  II.     Towers  and  Duties  of  Towns.     Sections  IV — IX. 

"  Sec.  IV.  To  provide  for  the  education  of  all  the  children  residing  within 
their  respective  limits,  the  several  towns  and  cities  of  the  State  are  empowered 
and  it  shall  be  their  duty — 

"  1.  To  lay  off  their  respective  territory  into  primary  school  districts,  and  to 
alter  or  abolish  the  same  when  necessary;  Provided,  that  unless  with  the  appro- 
bation of  the  commissioner  of  public  schools,  no  new  district  shall  be  formed 
with  less  than  forty  children,  over  four  and  under  sixteen  years  of  age;  and  that 
no  existing  district,  by  the  formation  of  a  new  one,  shall  be  reduced  below  the 
same  number  of  like  persons ;  And  that  no  village  or  populous  district  shall  be 
subdivided  into  two  or  more  districts  for  the  purpose  of  maintaining  a  school 
in  each  under  one  teacher,  when  two  or  more  schools  of  different  grades  for 
the  younger  and  older  children,  can  be  conveniently  established  in  said  district; 
or 

"2.  To  establish  and  maintain,  (without  forming,  or  recognizing  when 
formed,  districts  as  above,)  a  sufficient  number  of  public  schools  of  different 
grades,  at  convenient  locations,  under  the  entire  management  and  regulation  of 
the  school  committee  hereinafter  provided. 

"  3.  To  raise  by  tax  at  the  annual  meeting,  or  at  any  regular  meeting  called 
for  the  purpose,  such  sums  of  money  for  the  support  of  public  schools,  as  they 
shall  judge  necessary,  which  tax  shall  be  voted,  assessed  and  collected  as  other 
town  taxes ;  Provided,  that  a  sum  equal  to  one-third  of  the  amount  received 
from  the  general  treasury  for  the  support  of  public  schools  for  the  year  next 
preceding,  shall  be  raised,  before  any  town  shall  be  entitled  to  receive  its  pro- 
portion of  the  annual  State  appropriation. 

"  4.  To  elect  by  ballot,  or  otherwise,  at  the  annual  town  meeting,  or  at  a  meet- 
ing of  the  town  previously  designated  for  this  purpose,  a  school  committee,  to 
consist  of  three,  six,  nine,  or  twelve  persons  resident  in  such  town,  as  the  town 
shall  determine  at  the  first  meeting  held  for  the  choice  of  said  committee  after 
the  passage  of  this  act. 

"  Sec.  V.  The  school  committees  of  the  several  towns,  when  qualified  by  oath 
or  affirmation,  to  the  faithful  discharge  of  their  duties,  are  authorized  audit  shall 
be  their  duty — 

"1.  To  elect  a  chairman,  and  in  his  absence  or  inability  to  serve,  a  chairman 
pro  tern.,  who  shall  preside  in  all  meetings,  and  sign  all  orders  and  official  papers 
of  the  committee ;  and  a  clerk,  who  shall  keep  minutes  of  their  votes  and  pro- 
ceedings, in  a  book  provided  for  that  purpose,  and  have  the  custody  of  all  papers 


School  Law  of  1845.  67 

and  documents  belonging  to  the  committee ;  and  either  chairman  or  clerk  when 
qualified  may  administer  the  oath  or  affirmation  required  of  said  other  members 
of  the  school  committee,  and  of  trustees  of  school  districts. 

"2.  To  hold  at  least  four  stated  meetings,  viz.  :  on  the  second  Monday  of 
January,  April,  July,  and  October,  in  each  year,  and  as  often  as  the  circumstances 
of  the  schools  require;  and  a  majority  of  the  whole  number  chosen,  shall  consti- 
tute a  quorum  for  the  transaction  of  business,  but  any  less  number  may  adjourn 
to  any  time  and  place. 

''3.  To  form,  alter,  and  discontinue  school  districts,  and  to  settle  the  bounda- 
ries between  them  when  undefined  or  in  dispute,  subject  to  the  direction  or  con- 
currence of  the  town,  or  the  commissioner  of  public  schools. 

"  4.  To  locate  all  school-houses,  and  not  to  abandon  or  change  the  site  of  any 
without  good  cause. 

"5.  To  examine  by  the  whole  board,  or  a  sub-committee  appointed  for  that 
purpose,  all  candidates  as  teachers  in  the  public  schools  of  the  town,  and  give  to 
such  as  may  be  found  qualified,  in  respect  to  moral  character,  literary  attain- 
ments, and  ability  to  govern  and  instruct  children,  a  certificate  signed  by  the 
chairman,  which  shall  be  valid  for  one  year,  or  until  annulled. 

"  G.  To  annul  the  certificates  of  such  teachers  as  shall  prove,  on  trial,  unqual- 
ified, or  who  will  not  conform  to  the  regulations  adopted  by  the  committee. 

"  7.  To  visit,  by  one  or  more  of  their  number,  every  public  school  in  town,  at 
least  twice  during  each  term  of  schooling,  once  within  two  weeks  after  the  open- 
ing, and  again  within  two  weeks  preceding  the  close  of  the  school,  at  which 
visits  they  shall  examine  the  register  of  the  teacher,  and  other  matters  touching 
the  school-house,  library,  studies,  discipline,  modes  of  teaching,  and  the  improve- 
ment of  the  schools. 

"  8.  To  suspend  during  pleasure,  or  expel  during  the  current  school  year,  all 
pupils  found  guilty,  on  full  hearing,  of  incorrigibly  bad  conduct,  and  re-admit  the 
same,  on  satisfactory  evidence  of  amendment. 

"9.  To  prescribe,  and  cause  to  be  put  up  in  each  school-house,  or  furnished 
to  each  teacher,  a  general  system  of  rules  and  regulations,  for  the  admission  and 
attendance  of  pupils,  the  classification,  studies,  books,  discipline  and  methods  of 
instruction  in  the  public  schools. 

"10.  To  fill  any  vacancy  in  their  own  committee,  or  in  the  trustees  of  school 
districts,  occasioned  by  death,  resignation,  or  otherwise,  by  an  appointment,  to 
continue  till  the  next  succeeding  annual  election,  and  no  longer,  at  which  time 
such  vacancies  shall  be  filled  by  the  town  or  district  respectively. 

"11.  To  apportion  as  early  as  practicable  in  each  year  among  the  several 
school  districts,  in  case  the  public  schools  are  maintained  through  their  organi- 
zation, the  money  received  from  the  State,  one-half  equally,  and  the  other  half 
according  to  the  average  daily  attendance  in  the  public  schools  of  each  district, 
during  the  year  next  preceding,  which  money  shall  be  designated  as  'teachers' 
money,'  and  shall  be  applied  to  the  wages  of  teachers,  and  for  no  other  purpose 
whatever;  and  further  to  apportion  any  other  money,  either  raised  by  tax  over 
the  sum  received  from  the  State,  or  derived  from  the  registry  tax  or  funds,  grants, 
or  other  sources  of  revenue  appropriated  to  public  schools,  in  such  manner  as  the 
town  may  determine. 

"  12.  To  draw  an  order  on  the  treasurer  of  the  town  in  favor  of  such  districts, 
and  such  districts  only,  as  shall  have  made  a  return  to  them  in  matter  and  form 


68  Ehode  Island. 

required  by  said  committee,  or  by  the  commissioner  of  public  schools,  from  which 
it  shall  appear,  among  other  things,  that  for  the  year  ending  the  first  of  May  pre- 
vious, one  or  more  public  schools  had  been  kept  for  at  least  four  months  by  a 
teacher  properly  qualified,  and  in  a  school-house  approved  by  the  committee,  and 
that  the  money  designated  '  teachers'  money,'  received  from  the  treasurer  of  the 
town  for  the  year  previous,  had  been  applied  to  the  wages  of  teachers,  and  for  no 
other  purpose  whatever. 

"  13.  To  prepare  and  submit  annually,  First,  a  return  to  the  commissioner 
of  public  schools,  on  or  before  the  first  of  July,  in  matter  and  form  as  shall  be 
prescribed  by  him ;  and  Second,  a  written  or  printed  report  to  the  town,  at  the 
annual  town  meeting  when  the  school  committee  is  chosen,  setting  forth  the 
doings  of  the  committee,  and  the  condition  and  plans  for  the  improvement  of 
the  public  schools  of  their  respective  towns ;  which  report,  unless  printed,  shall 
be  read  in  open  town  meeting. 

"  Sec.  VI.  Whenever  a  town  is  not  divided  into  school  districts,  or  shall 
vote  in  a  meeting  duly  warned  for  that  purpose,  to  provide  public  schools  of 
different  grades  without  reference  to  such  division,  the  school  committee  of 
said  town  shall  perform  all  the  duties  devolved  by  this  act  on  the  trustees  of 
school  districts,  and  pay  all  necessary  expenses  of  the  system,  by  drafts  on  the 
treasurer  of  the  town. 

"  Sec.  VII.  Any  town  may  establish  and  maintain  a  public  school  library 
for  the  use  of  the  inhabitants  generally  of  the  town,  and  such  library  may  be 
kept  together  at  some  convenient  place,  or  be  distributed  into  several  parts, 
and  transferred  from  time  to  time  for  the  convenience  of  different  districts  or 
neighborhoods,  under  such  rules  and  regulations  as  the  town  may  adopt. 

"  Sec.  VIII.  The  town  clerk  of  every  town  shall  keep  a  record  of  all  votes 
and  proceedings  of  the  town  relating  to  public  schools,  in  a  book  provided  for 
that  purpose ;  shall  receive  and  keep  all  school  reports  and  documents  addressed 
to  the  town,  and  receive  such  communications  as  maybe  forwarded  by  the  com- 
missioner of  public  schools,  and  dispose  of  the  same  in  the  manner  directed  by 
him. 

"  Sec.  IX.  The  treasurer  of  each  town  respectively  shall  apply  to  the  general 
treasurer,  and  receive  all  moneys  to  which  the  town  may  be  entitled  under  the 
apportionment  and  order  of  the  commissioner  of  public  schools  ;  shall  keep  a 
separate  account  of  all  moneys  thus  received,  or  appropriated  by  the  town ;  shall 
give  notice  to  the  school  committee,  within  one  week  after  the  regular  animal 
town  meeting,  of  the  amount  of  moneys  remaining  in  his  hand,  at  the  time,  or 
subject  to  the  order  of  said  committee,  specifying  the  sources  from  whence 
derived ;  and  shall  pay  out  said  money  from  time  to  time,  to  the  orders  of  the 
school  committee,  signed  by  the  chairman. 

"III.  School  Districts.     Sections  X — XIX. 

"  Sec.  X.  Every  regularly  constituted  school  district  shall  be  numbered, 
and  its  limits  defined  by  the  town,  or  the  school  committee  of  the  town,  which 
number  and  limits,  and  any  alteration  thereof,  shall  be  entered  on  the  records  of 
the  clerk  of  the  town,  and  the  records  of  the  district. 

"  Sec.  XI.  When  any  two  or  more  districts  shall  be  consolidated  into  one, 
the   new   district  shall   own  all  the  corporate  property  of  the  several  districts ; 


School  Law  of  1845.  69 

and  when  a  district  shall  be  divided,  or  a  portion  set  off  to  another  district,  the 
funds,  property,  or  the  income  and  proceeds  thereof,  belonging  to  such  district, 
shall  be  distributed  or  adjusted  among  the  several  parts,  by  the  school  com- 
mittee of  the  town  or  towns  to  which  such  district  belongs,  in  a  just  and  equit- 
able manner. 

';  Sec.  XII.  1.  Notice  of  the  time,  place,  and  object  of  holding  the  first 
meeting  of  any  district,  shall  be  given  by  the  committee  of  the  town  to  which 
such  district  belongs. 

"2.  Every  school  district  shall  hold  an  annnal  meeting  in  the  month  of  May 
in  each  year,  for  the  choice  of  officers,  and  the  transaction  of  any  other  business 
relating  to  schools  in  said  district,  and  shall  also  hold  a  special  meeting  when- 
ever the  same  shall  be  duly  called. 

"3.  The  trustees  may  call  a  special  meeting  whenever  they  shall  think  it 
necessary  or  proper,  and  shall  call  a  special  meeting  on  the  written  request  of 
five  residents  in  the  district  qualified  to  vote,  which  request  shall  state  the 
object  of  calling  the  same. 

"4.  District  meetings  shall  be  held  at  the  district  school-house.  If  there  be 
no  school-house,  the  trustees  shall  determine  the  place  of  meeting.  If  there  be 
no  trustees,  the  committee  of  the  town  to  which  such  district  belongs,  shall  de- 
termine the  place  of  meeting,  which  shall,  in  all  cases,  be  within  the  limits  of 
the  district. 

"5.  Notice  of  the  time  and  place  of  every  annual  meeting,  and  of  the  time, 
place,  and  object  of  every  special  meeting  of  the  district,  shall  be  given  at  least 
five  days  inclusive,  previous  to  holding  the  same. 

"  G.  The  trustees,  or  if  there  be  no  trustees,  then  the  committee  of  the  town, 
shall  give  the  notice  of  a  district  meeting,  either  by  publishing  the  same  in  a 
newspaper  printed  in  the  district,  or  by  putting  the  notice  on  the  district  school- 
house,  or  on  a  sign-post  within  the  district,  or  in  some  other  mode  previously 
designated  by  the  district;  but  if  there  be  no  such  newspaper,  school-house,  or 
sign-post,  or  other  mode  so  designated,  then  the  committee  of  the  town  to  which 
such  district  belongs,  shall  determine  how  and  where  the  notice  shall  be  given. 

"  7.  Every  person  residing  in  the  district  may  vote  in  district  meetings,  to  the 
same  extent,  and  with  the  same  restrictions,  as  he  may  at  the  time  be  qualified 
to  vote  in  town  meeting. 

"8.  Every  district  meeting  may  appoint  a  moderator,  and  adjourn  from  time 
to  time. 

"  Sec.  XIII.  Ever}T  school  district  shall  be  a  body  corporate,  and  shall  have 
power — 

"1.  To  prosecute  and  defend  in  all  actions  relating  to  the  property  and  affairs 
of  the  district. 

"  2.  To  purchase,  receive,  hold  and  convey  any  real  or  personal  property  for 
school  purposes. 

"3.  To  build,  purchase,  hire  and  repair  school-houses,  and  supply  the  same 
with  black-boards,  maps,  furniture,  and  other  necessary  and  useful  appendages; 
Provided,  that  the  erection  and  repairs  of  the  district  school-house  shall  be  made 
according  to  plans  and  specifications  approved  by  the  school  committee  of  the 
town,  or  the  commissioner  of  public  schools. 

"4.  To  establish  and  maintain  a  school  library. 


70  Rhode  Island. 

"5.   To  employ  one  or  more  teachers. 

"(5.  To  raise  money  b}' tax  on  the  ratable  estates  of  the  district,  for  school 
purposes ;  and  to  fix  a  rate  of  tuition  to  be  paid  by  the  parents,  employer  or 
guardian  of  each  child  attending  school,  towards  the  expense  of  fuel,  books,  and 
other  estimated  expenses  of  the  school,  over  and  above  the  sum  accruing  to  the 
district  from  the  State  and  town  appropriations ;  Provided,  that  the  rate  of  tui- 
tion, for  any  one  term  of  three  months,  shall  not  exceed  one  dollar  per  scholar; 
and  provided  further,  that  the  amount  of  such  tax  and  the  rate  of  tuition,  shall 
be  approved  and  authorized  by  the  school  committee  of  the  town. 

"  7.  To  elect  at  the  annual  meeting,  by  ballot  or  otherwise,  one  person,  re- 
sident in  the  district,  to  serve  as  trustee  for  the  district,  and  to  hold  his  office 
for  three  years ;  Provided,  that  the  first  election  after  the  passage  of  this  act, 
three  persons  shall  be  thus  elected,  one  of  whom  shall  serve  one,  a  second,  two, 
and  the  third,  three  years,  to  be  determined  by  lot  among  themselves;  and  pro- 
vided further,  that  any  new  district  may  choose  three  trustees  as  above,  at  the 
first  meeting  called  after  its  formation,  and  the  term  of  office  of  the  one  desig- 
nated by  lot  to  serve  one  year,  shall  expire  at  the  next  annual  meeting  of  the 
school  districts. 

"8.  To  appoint  a  clerk,  collector  and  treasurer  of  the  district,  who  shall 
exercise  the  same  powers  and  duties  in  their  respective  districts,  as  the  clerk, 
treasurer  and  collector  of  the  town,  in  their  respective  towns. 

"  Sec.  XIV.  The  trustees  of  every  school  district,  when  qualified  to  the 
faithful  discharge  of  the  duties  of  their  office,  are  authorized,  and  it  shall  be  their 
duty — 

"1.  To  have  the  custody  of  the  school-houses  and  other  property  of  the  dis- 
trict, 

"2.  To  give  notice  of  all  meetings  of  the  districts  in  the  manner  provided. 
"3.  To  employ  at  their  discretion,  one  or  more  qualified  teachers,  for  every 
fifty  scholars  in  average  daily  attendance,  provide  school-rooms,  and  furnish  the 
same  with  fuel,  properly  prepared. 

"  4.  To  visit  the  schools  by  one  or  more  of  their  number,  twice  at  least  during 
each  term  of  schooling. 

"  5.  To  see  that  the  scholars  are  properly  supplied  with  books,  and  in  case 
they  are  not,  and  the  parents,  guardians  or  masters,  have  been  notified  thereof 
by  the  teacher,  to  provide  the  same  at  the  expense  of  the  district,  and  add  the 
price  thereof  to  the  next  school  tax  or  rate  bill  of  said  parents. 

"  G.  To  make  out  the  tax  and  rate  bills  for  tuition,  against  the  persons  liable 
to  pay  the  same,  as  shall  be  voted  by  the  district. 

"  7.  To  make  such  returns  to  the  school  committee  in  matter  and  form,  as 
shall  be  prescribed  by  them,  or  the  commissioner  of  public  schools,  and  perform 
all  other  lawful  acts  that  may  be  required  of  them  by  the  district,  or  which  may 
be  necessary  to  cany  into  full  effect  the  powers  and  duties  of  school  districts. 

';  Sec.  XV.  1.  Whenever  a  tax  shall  be  voted  by  any  district,  the  same  shall 
be  levied  on  the  ratable  estate  in  said  district,  according  to  the  estimate  and 
apportionment  in  the  tax  bill  of  the  town  to  which  such  district  belongs,  last 
completed,  or  next  to  be  completed,  as  said  district  may  direct. 

"  2.  Whenever  any  real  estate  situated  within  the  district  is  so  assessed  and 
entered  in  the  tax  bill  of  the  town,  in  common  with  other  estate  situated  out  of 


School  Law  of  1845.  71 

said  district,  that  there  is  no  distinct  or  separate  value  upon  it,  the  trustees  of 
the  district  may  call  upon  one  or  more  of  the  assessors  of  the  town,  not  residing 
in  said  district;  and  it  shall  be  the  duty  of  said  assessors  on  such  application,  to 
assess  the  value  of  said  real  estate  so  situated,  and  in  making  such  assessment, 
to  proceed  as  in  making  the  tax  bill  of  the  town. 

"  Sec.  XYI.  If  any  school  district  shall  neglect  or  refuse  to  establish  a  school 
and  employ  a  teacher  for  the  same  for  nine  months,  the  school  committee  of  the 
town  may  establish  such  school,  and  employ  a  teacher,  as  the  trustees  of  the  dis- 
trict might  have  done ;  and  any  school  district  may,  with  the  consent  of  the 
school  committee,  devolve  all  the  powers  and  duties  relating  to  public  schools 
in  said  district,  on  said  committee. 

"Sec.  XV I L  Any  town,  at  any  legal  meeting,  may  vote  to  provide  school- 
houses,  furnish  the  same  with  fixtures  and  necessary  and  useful  appendages,  in 
all  the  districts,  from  time  to  time,  at  the  common  expense  of  the  town. 

"  Sec.  XVIII.  1.  Any  two  or  more  adjoining  primary  school  districts  in  the 
same  or  adjoining  towns,  may  by  a  concurrent  vote,  agree  to  establish  a  second- 
ary or  grammar  school,  for  the  older  and  more  advanced  children  of  such  dis- 
tricts, under  the  management  of  a  committee,  composed  of  one  member  from 
each  of  said  districts,  to  be  appointed  annually  for  each  district,  by  the  school 
committee  of  the  town,  or  towns  to  which  such  districts  belong  respectively: 
and  said  secondary  school  committee  shall  locate  the  school,  provide  school- 
house,  fuel  and  furniture,  employ  teachers,  regulate  the  studies,  the  terms  of 
admission,  the  number  of  pupils  to  be  admitted,  the  rate  of  tuition,  and  have  the 
general  control  of  the  school;  Provided,  that  no  teacher  shall  be  employed  in 
any  secondary  school,  without  exhibiting  a  certificate  of  qualification,  signed  by 
a  school  inspector  for  the  county,  or  the  commissioner  of  public  schools. 

"2.  The  school  committee  of  the  town  or  towns  in  which  such  secondary 
school  shall  be  established,  shall  draw  an  order  in  favor  of  the  committee  of  said 
school,  to  be  paid  out  of  the  public  money  appropriated  to  each  district  inter- 
ested in  said  secondary  school,  in  proportion  to  the  number  of  scholars  from 
each. 

"  Sec.  XIX.  1.  Whenever  it  shall  be  found  convenient  to  form  a  school  dis- 
trict of  two  or  more  contiguous  districts,  or  parts  of  two  or  more  contiguous 
districts  in  adjoining  towns,  such  towns  respectively  concurring  therein,  niiiy 
form  such  district,  and  alter  and  discontinue  the  same. 

"  2.  The  first  meeting  of  any  district  composed  of  parts  of  two  or  more  towns, 
shall  be  called  by  a  notice  signed  by  the  school  committees  of  the  several  towns 
to  which  such  parts  belong,  and  set  up  in  one  or  more  public  places,  in  each 
town  within  the  limits  of  the  joint  district ;  and  said  district  may,  from  time  to 
time  thereafter,  prescribe  the  mode  of  calling  and  warning  the  meetings,  in  like 
manner  as  other  school  districts  may  do. 

"  3.  Every  district  established  by  two  or  more  towns,  shall  have  all  the  powers, 
and  perform  all  the  duties  allowed  or  prescribed  in  regard  to  school  districts, 
and  shall  be  subject  to  the  supervision  and  general  management  of  the  school 
committee  of  the  town  in  which  the  school  of  the  joint  district  may  be  kept,  or 
the  school-house,  when  erected,  may  stand. 

"  4.  Whenever  a  joint  district  shall  vote  to  build  or  repair  a  school-house  by 
tax,  the  amount  of  such  tax,  and  the  plan  and  specification  of  such  building  or 


72  Rhode  Island. 

repairs  shall  be  approved  by  the  school  committee  of  the  towns  out  of  which 
said  district  is  formed. 

"IV.  Teachers.     Sections  XX — I. 

"Sec.  XX.  No  person  shall  be  employed  to  teach  as  principal  or  assistant. 
in  any  school  supported  in  part,  or  entirely,  by  public  money,  unless  such  person 
shall  exhibit  a  certificate  of  qualification,  signed  either — 

"  1.  By  the  chairman  of  the  school  committee  of  any  town,  or  the  sub-com- 
mittee appointed  for  this  purpose,  which  shall  be  valid  for  one  year  from  the  date 
thereof,  in  any  public  school  or  district  in  said  town,  unless  annulled;  or 

"  2.  By  an  inspector  for  the  county,  which  shall  be  valid  for  two  years  from 
the  date  thereof,  in  every  town  and  district  of  the  county  for  which  such  inspec- 
tor shall  be  appointed,  which  last  certificate,  when  signed  by  the  commissioner 
of  public  schools,  shall  be  valid  in  any  public  school  of  the  State,  for  three  years, 
unless  the  same  is  annulled. 

"  Provided,  That  neither  of  the  above  authorities  shall  sign  any  certificate  of 
qualification,  unless  the  person  named  in  the  same  shall  produce  evidence  of  good 
moral  character,  and  be  found  on  examination,  or  by  experience,  qualified  to 
teach  the  English  language,  arithmetic,  penmanship,  and  the  rudiments  of  geog- 
raphy and  history,  and  to  govern  a  school. 

"  Sec.  XXI.  Every  teacher  in  any  public  school,  shall  keep  a  register  of  all 
the  scholars  attending  said  school,  their  ages,  their  parents  or  guardians,  the  date 
when  each  scholar  entered  and  left  said  school,  and  their  daily  attendance, 
together  with  the  day  of  the  month  on  which  said  school  was  visited  by  any  of 
the  authorities  named  in  this  act,  with  the  names  of  the  visitors. 

miscellaneous    provisions. 

"  Sec.  XXIII.  No  child  shall  be  excluded  from  any  public  school  in  the  district 
to  which  such  child  belongs,  if  the  town  is  divided  into  districts;  and  if  not  so 
divided,  from  the  nearest  public  school,  except  by  force  of  some  general  regula- 
tion, applicable  to  all  children  under  the  same  circumstances ;  and  in  no  case,  on 
account  of  the  inability  of  the  parent,  guardian,  or  employer  of  the  same,  to  pay 
his  or  her  tax,  rate,  or  assessment,  for  any  school  purpose  whatever. 

"  Sec.  XXIV  The  school  committee  of  any  town,  or  the  trustees  of  any 
school  district,  are  authorized  to  make  arrangements  with  the  committee  of  any 
adjacent  town,  or  the  trustees  of  any  adjacent  district,  for  the  attendance  of  such 
children,  as  will  be  better  accommodated  in  the  public  schools  of  such  adjacent 
town  or  district,  as  the  case  may  be,  and  to  pay  such  a  portion  of  the  expense  of 
said  schools,  as  may  have  been  agreed  upon,  or  as  may  be  just  and  proper. 

"  Sec  XXV.  Any  money  appropriated  to  the  use  of  public  schools,  which 
shall  be  applied  by  a  town,  school  district,  or  any  officer  thereof,  to  any  other 
purpose  than  that  specified  by  the  law,  shall  be  forfeited  to  the  State ;  and  any 
officer  or  person  who  shall  fraudulently  make  a  false  certificate  or  order,  by  which 
any  money  appropriated  to  public  schools  shall  be  drawn  from  the  treasury  of 
the  State,  or  the  town,  shall  forfeit  the  sum  of  fifty  dollars  to  the  State ;  and  it 
shall  be  the  duty  of  the  commissioner  of  public  schools  to  bring  a  suit  to  recover 
said  forfeitures  in  behalf  of  the  State. 


School   Laav  of    1845.  73 

"  Sec.  XXVI.  In  the  construction  of  tins  act,  the  word  '  town'  shall  include 
the  city  of  Providence,  so  far  only  as  to  entitle  the  same  to  a  distributive  share 
of  the  money  appropriated  to  the  support  of  public  schools,  on  making  the 
annual  report  required  of  the  several  school  committees,  in  matter  and  form  as 
prescribed  by  the  commissioner  of  public  schools. 

"  Sec.  XXVII.  Any  person  conceiving  himself  aggrieved  in  consequence  of 
any  decision  made  by  any  school  district  meeting,  or  l)3r  the  trustees  of  any 
district,  or  the  committee  of  any  town,  or  by  a  county  inspector,  or  concerning 
any  other  matter  arising  under  this  act,  may  appeal  to  the  commissioner  of  public 
schools,  who  is  hereby  authorized  and  required  to  examine  and  decide  the  same ; 
and  the  decision  of  said  commissioner,  when  approved  by  any  judge  of  the 
supreme  court,  shall  be  final  and  conclusive. 

"  Sec.  XXVIII.  All  general  acts  and  resolutions  heretofore  passed  relating  to 
public  schools,  and  all  acts  authorizing  particular  towns  and  districts  to  build 
school-houses,  and  perform  other  duties  now  provided  for  in  the  preceding  sec- 
tions, are  hereby  repealed. 

"  Provided,  That  all  acts  and  resolutions  relating  to  the  public  schools  in  the 
city  of  Providence,  and  the  town  of  Newport,  are  hereby  continued  in  force. 

"  Provided  further,  That  all  rights  vested  in  any  person  or  persons  by  virtue  of 
any  of  the  acts  hereby  repealed,  shall  remain  unimpaired  and  unaltered  by  this 
act;  and  that  all  matters  commenced  by  virtue  of  any  of  the  laws  aforesaid,  now 
depending  or  unfinished,  may  be  prosecuted  and  pursued  to  final  effect,  in  the 
same  manner  as  they  might  have  been,  if  this  act  had  not  been  passed. 

"  Sec.  XXIX.     This  act  shall  not  take  effect  till  after  the  next  session  of  the 
General  Assembly,    and    in  the  meantime  the  existing  law  relative  to  public 
schools  shall  continue  in  force. 
"Passed  June  Session,  1815. 

"Henry  Bowen,  Secretary." 

"Narragansett  Indians. 

"  Sec.  XXII.  The  general  treasurer  shall  pay  to  the  treasurer  of  the  town  of 
Charlestown,  the  sum  of  one  hundred  dollars  annually,  to  be  expended  under  the 
direction  of  some  suitable  person  or  persons  to  be  appointed  annually  by  the 
governor,  in  support  of  a  school  for  the  use  of  the  members  of  the  Narragansett 
tribe  of  Indians,  and  for  the  purchase  of  books  and  other  incidental  expenses  of 
said  school ;  and  an  account  of  the  expenditure  of  said  money  shall  be  rendered 
annually  to  the  General  Assembly,  and  a  report  of  the  condition  of  the  school  be 
transmitted  to  the  commissioner  of  public  schools,  on  or  before  the  first  Monday 
of  May;  Provided,  that  in  the  apportionment  of  the  public  money,  by  the  said 
commissioner,  and  by  the  school  committee  of  the  town  of  Charlestown,  the 
number  of  the  Narragansett  Indians  in  such  town  shall  not  be  included. 

"  An  Act  to  provide  for  the  education  of  the  indigent  blind,  and  the  indigent  deaf 
mutes  in  this  State. 

["  Passed  January  25, 1845.] 

"  It  is  cnucted  by  the  General  Assembly  as  follows : 

"Section  1.  The  sum  of  fifteen  hundred  dollars  is  hereby  annually  appropriated  for 
the  education,  at '  the  American  Asylum  of  Hartford,  for  the  instruction  of  the  deaf  and 


74  Rhode  Island. 

dumb,' of  the  indigent  (loaf  rnutos  of  this  State;  and  for  the  education  of  the  indigent 
blind  of  this  State,  at  the  institution  for  education  of  the  blind  located  at  South  Boston. 
"Sec.  2.  Said  sum  shall  be  paid  out  of  the  general  treasury  to' the  orders  of  Byron 
Diman,  of  Bristol,  who  is  hereby  appointed  commissioner  for  the  distribution  of  said 
appropriation,  with  full  authority  to  determine  which  of  said  persons  in  this  State  shall 
be  admitted  to  the  benefit  thereof,  and  the  portion  which  such  shall  receive;  Provided, 
that  no  one  person  shall  receive  any  portion  thereof  for  more  than  live  years,  nor  a 
greater  sum  in  any  one  year  than  one  hundred  dollars." 


IX.     SCHOOLS   UNDER   MESSES.  BAENAED   AND 

POTTER. 

(1845-1854.) 


From  the  time  of  Mr.  Barnard's  appointment,  the  course  of  the  Rhode 
Island  school  system  was  not  only  more  honorable,  but  became  far  easier 
to  trace.  A  series  of  State  reports,  at  first  irregular,  then  regular,  together 
with  local  reports  of  a  more  fragmentaiy  nature,  make  the  career  of  de- 
velopment comparatively  easy  to  follow.  Of  these  reports,  that  first  sub- 
mitted by  Mr.  Barnard — in  1845 — was  naturally  the  fullest  and  most  valu- 
able, because  it  marked  the  era  of  transition.  In  it  he  spoke  with  extreme 
frankness  as  to  the  existing  defects  of  the  public  schools.  Thus,  of  the 
actual  number  taught,  he  said  : 

"With  these  views  as  to  the  desirable  standard  of  sehool  attendance,  let  lis 
see  how  far  the  State  fell  below  it  in  1844,  and  what  are  some  of  the  means  by 
which  a  nearer  approach  can  be  made  in  future  years. 

"  The  whole  number  of  persons  over  four  and  under  sixteen  years  of  age,  the 
ordinary  but  not  exclusive  subjects  of  school  education,  in  the  different  towns 
of  the  State,  including-  the  city  of  Providence,  was  about  30,000. 

"The  whole  number  of  persons  of  all  ages  who  attended  any  school,  public 
or  private,  any  portion  of  the  year,  was  24,000.  Of  this  number  21,000  were  en- 
rolled as  attending  the  public  schools,  and  3,000  as  receiving  instruction  at  home, 
or  in  private  schools  of  different  grades,  at  periods  of  the  year  when  the  public 
schools  were  open.  At  other  periods  of  the  year  the  number  attending  private 
schools,  taught  by  teachers  of  public  schools,  was  much  larger. 

"  Of  the  21,000  connected  with  the  public  schools  during  the  year,  18,000  only 
were  between  the  ages  of  four  and  sixteen  years.  One-third  of  the  whole  num- 
ber enrolled,  attended  school  so  irregularly,  that  the  average  attendance  of  children 
of  all  ages  in  the  public  schools,  did  not  exceed  13,500,  or  less  than  one-half  of 
all  the  children  of  a  proper  school  age.  The  number  who  attended  school  during 
the  whole  year,  allowing  for  vacations  of  ordinary  length,  did  not  exceed  5,000, 


76  Rhode  Island. 

including  scholars  in  primary  schools,  while  more  than  G,000  on  an  average  did 
not  attend  a  public  school  three  months  in  the  year.  Less  than  half  of  the  whole 
number  of  scholars  were  girls.  Of  the  scholars  over  sixteen  years  of  age,  the 
proportion  of  boys  to  the  girls  was  as  live  to  one.  Of  the  scholars  over  ten  years 
of  age,  the  number  of  boys  were  to  the  girls  as  four  to  one." 

Of  the  condition  of  school-houses  he  said  : 

"With  these  general  views  of  school-architecture,  let  us  contrast  the  condi- 
tion of  the  places  where  most  of  the  public  schools  of  the  State  were  kept  in  the 
winter  of  1843-44 ,  as  presented  in  an  abstract  of  the  returns  of  teachers  and 
committees,  corrected  from  notes  taken  during  my  first  circuit  through  the 
several  towns. 

"  As  the  schools  were  then  organized,  four  hundred  and  five  school-houses 
were  required,  whereas  but  three  hundred  and  twelve  were  provided.  Of  these, 
twenty-nine  were  owned  by  towns  in  their  corporate  capacity ;  one  hundred  and 
forty-seven  by  proprietors  ;  and  one  hundred  and  forty-five  by  school  districts. 
Of  two  hundred  and  eighty  school-houses  from  which  full  returns  wTere  received, 
including  those  in  Providence,  twenty-five  were  in  very  good  repair ;  sixty-two 
were  in  ordinary  repair;  and  eighty-six  were  pronounced  totally  unfit  for  school 
purposes  ;  sixty-five  were  located  in  the  public  highway,  and  one  hundred  and 
eighty  directly  on  the  line  of  the  road,  without  any  yard,  or  out-buildiugs  at- 
tached ;  and  but  twenty-one  had  a  play-ground  enclosed.  In  over  two  hun- 
dred school-rooms,  the  average  height  was  less  than  eight  feet,  without  any 
opening  in  the  ceiling,  or  other  effectual  means  for  ventilation ;  the  seats  and 
desks  were  calculated  for  more  than  two  pupils,  arranged  on  two  or  three 
sides  of  the  room,  and  in  most  instances,  where  the  results  of  actual  meas- 
urement was  given,  the  highest  seats  were  over  eighteen  inches  from  the  floor, 
and  the  lowest,  except  in  twenty-five  schools,  were  over  fourteen  inches  for 
the  youngest  pupils,  and  these  seats  were  unprovided  with  backs.  Two  hun- 
dred and  seventy  schools  were  unfurnished  with  a  clock,  blackboard,  or  ther- 
mometer, and  only  five  were  provided  with  a  scraper  and  mat  for  the  feet.  In 
view  of  these  facts,  the  following  summary  of  the  condition  of  the  school-houses 
was  given  in  my  report  on  school-houses,  which  is  repeated  here,  as  still  appli- 
cable to  many  places  where  public  schools  are  now  taught. 

"  They  are,  almost  universally,  badly  located,  exposed  to  the  noise,  dust  and 
danger  of  the  highway,  unattractive,  if  not  positively  repulsive  in  their  external 
and  internal  appearance,  and  built  at  the  least  possible,  expense  of  material  and 
labor. 

"  They  are  too  small.  There  was  no  separate  entry  for  boys  and  girls  appro- 
priately fitted  up ;  no  sufficient  space  for  the  convenient  seating  and  necessary 
movements  of  the  scholars;  no  platform,  desk,  or  recitation-room  for  the 
teacher. 

"  They  are  badly  lighted.  The  windows  were  inserted  on  three  or  four  sides 
of  the  room,  without  blinds  or  curtains  to  prevent  the  inconvenience  and  danger 
from  cross-lights,  and  the  excess  of  light  falling  directly  on  the  eyes  or  reflected 
from  the  book,  and  the  distracting  influence  of  passing  objects  and  events  out 
of  doors. 


Henry  Barnard's  Administration.  77 

"  They  are  not  properly  ventilated.  The  purity  of  the  atmosphere  is  not  pre- 
served by  providing  for  the  escape  of  such  portions  of  the  air  as  had  become 
offensive  and  poisonous  by  the  process  of  breathing,  and  by  the,  matter  which  is 
constantly  escaping  from  the  lungs  in  vapor,  and  from  the  surface  of  the  body  in 
insensible  perspiration. 

"  They  are  imperfectly  warmed.  The  rush  of  cold  air  through  cracks  and 
defects  in  the  doors,  windows,  floor  and  plastering  is  not  guarded  against.  The 
air  which  is  heated  is  already  impure  from  having  been  breathed,  and  made  more 
so  by  noxious  gases  arising  from  the  burning  of  floating  particles  of  vegetable 
and  animal  matter  coming  in  contact  with  the  hot  iron.  The  heat  is  not  equally 
diffused,  so  that  one  portion  of  a  school-room  is  frequently  overheated,  while 
another  portion,  especially  the  floor,  is  too  cold. 

i;  They  are  not  furnished  with  seats  and  desks,  properly  made  and  adjusted  to 
each  other,  and  arranged  in  such  a  manner  as  to  promote  the  comfort  and  con- 
venience of  the  scholars,  and  the  easy  supervision  on  the  part  of  the  teacher. 
The  seats  are  too  high  and  too  long,  with  no  suitable  support  for  the  back, 
especially  for  the  younger  children.  The  desks  are  too  high  for  the  seats,  and 
are  either  attached  to  the  wall  on  three  sides  of  the  room,  so  that  the  faces  of 
the  scholars  are  turned  from  the  teacher,  and  a  portion  of  them  at  least  are 
tempted  constantly  to  look  out  at  the  windows, — or  the  seats  are  attached  to  the 
wall  on  opposite  sides,  and  the  scholars  sit  facing  each  other.  The  aisles  are  not 
so  arranged  that  each  scholar  can  go  to  and  from  his  seat,  change  his  position, 
have  access  to  his  books,  attend  to  his  own  business,  be  seen  and  approached  by 
the  teacher,  without  incommoding  any  other. 

"  They  are  not  provided  with  black-boards,  maps,  clock,  thermometer,  and 
other  apparatus  and  fixtures  which  are  indispensable  to  a  well  regulated  and  in- 
structed school. 

"  They  are  deficient  in  all  of  those  in  and  out-door  arrangements  which  help 
to  promote  habits  of  order,  and  neatness,  and  cultivate  delicacy  of  manners  and 
refinement  of  feeling.  There  are  no  verdure,  trees,  shrubbery  and  flowers  for 
the  eye;  no  scrapers  and  mats  for  the  feet;  no  hooks  and  shelves  for  cloaks  and 
hats ;  no  well,  sink,  basin  and  towels  to  secure  cleanliness;  and  no  places  of 
retirement  for  children  of  either  sex. 

"  Such  was  the  condition  of  most  of  the  places  where  the  public  schools  were 
kept  in  the  winter  of  18f3-44,  in  the  counties  of  Kent,  Washington  and  Newport, 
and  in  not  a  few  districts  in  the  counties  of  Providence  and  Bristol.  In  some 
districts,  an  apartment  in  an  old  shop  or  dwelling-house  was  fitted  up  as  a  school- 
room ;  and  in  eleven  towns,  the  school-houses,  such  as  they  were,  were  owned 
by  proprietors,  to  whom  in  many  instances,  the  districts  paid  in  rent  a  larger 
amount  than  would  have  been  the  interest  on  the  cost  of  a  new  and  commodious 
school-house.  Since  the  passage  of  the  Act  of  January,  1844,  empowering 
school  districts  to  purchase,  repair,  build  and  furnish  school-houses,  and  since 
public  attention  was  called  to  the  evils  and  inconvenience  of  the  old  structures, 
and  to  better  plans  of  construction  and  internal  arrangement,  by  public  addresses, 
and  the  circulation  of  documents,  the  work  of  renovation  in  this  department  of 
school  improvement  has  gone  on  rapidly.  If  the  same  progress  can  be  made 
for  three  years  more,  Rhode  Island  can  show,  in  proportion  to  the  number  of 
schools  districts,  more  specimens  of  good  houses,  and  fewer  dilapidated,  incon- 


78  Rhode   Island. 

venient  and  unhealthy  structures  of  this  kind,  than  anj'  other  State.  To  bring 
about  thus  early  this  great  and  desirable  result,  I  can  suggest  nothing  beyond 
the  vigorous  prosecution  of  the  same  measures  which  have  proved  so  successful 
during  the  past  two  years." 

"  In  all  the  schools  visited  the  first  winter,  or  from  which  returns  were  re- 
ceived, put  of  Providence,  and  the  primary  departments  of  a  few  large  central 
districts,  I  found  but  six  female  teachers ;  and  including  the  whole  State,  and 
excepting  the  districts  referred  to,  there  cannot  have  been  more  than  twice  that 
number  employed.  This  is  one  evidence  of  the  want  of  prudence  in  applying 
the  school  funds  of  the  districts,  and  of  the  low  appreciation  of  the  peculiar 
talents  of  females,  when  properly  educated  as  teachers — their  more  gentle  and 
refined  manners,  purer  morals,  stronger  interest  and  greater  tact  and  content- 
ment in  managing  and  instructing  young  children,  and  of  their  power  when 
properly  developed,  of  governing  even  the  most  wild  and  stubborn  minds  by 
moral  influences.  Two-thirds  at  least  of  all  the  schools  which  I  visited,  would 
have  been  better  taught  by  female  teachers,  who  could  have  been  employed  at 
half  the  compensation  actually  paid  to  the  male  teachers,  and  thus  the  length  of 
the  winter  school  prolonged  on  an  average  of  two  months.  Convinced  as  I  am 
from  many  years  observation  in  public  schools,  that  these  institutions  will 
never  exert  the  influence  they  should  on  the  manners  and  morals  of  the  children 
educated  in  them,  till  a  larger  number  of  well  trained  and  accomplished  females 
are  employed  permanently  as  teachers,  either  as  principals  or  assistants,  I  have 
every  where  and  on  all  occasions  urged  their  peculiar  fitness  for  the  ofiice.  I 
have  reason  to  believe  that  at  least  fifty  female  teachers,  in  addition  to  the  num- 
ber employed  last  year,  are  now  engaged  in  the  public  schools  of  the  State.  But 
before  the  superior  efficiency  of  woman  in  the  holy  ministry  of  education,  can 
be  felt  in  its  largest  measure,  her  education  must  be  more  amply  and  universally 
provided  for,  and  an  opportunity  afforded  for  some  special  training  in  the  duties 
of  a  Readier ;  and  a  modification  of  the  present  practice  and  arrangement  of 
districts  be  effected."  * 


In  pointing  out  what  has  been  already  done  during  his  brief  administra- 
tion, Mr.  Barnard  claims  that  more  than  fifty  additional  female  teachers 
have  been  employed,  during  his  influence,  within  the  past  year,  and  that, 
within  two  years,  more  than  fifty  school-houses  have  been  built,  or 
have  been  so  thoroughly  repaired  as  to  be  substantially  new,  and  most  of 
them  after  plans  furnished  by  himself.  His  first  report  is  a  perfect 
encyclopaedia  of  popular  education,  and  perhaps  covers  more  ground 
than  any  single  report  by  Horace  Mann.  Mr  Barnard's  activity  also 
equalled  that  of  Mr.  Mann  ;  and  the  obstacles  that  he  encountered  were 
of  essentially  the  same  kind.  It  would  be  possible  to  cull  from  Mr. 
Mann's  early    lectures   and   reports  a  series  of  extracts   almost   as  dis- 

*  Barnard's  Report  for  1845,  pp.  11,  30,  35. 


Henry  Barnard's  Administration.  79 

couraging  as  the  above  ;  *  and  the  two  brave  combatants  fought,  each 
on  the  same  ground,  with  the  same  exhaustless  ammunition  of  lectures, 
documents  and  newspapers.  In  this  Mr.  Barnard  elicited  as  hearty 
cooperation  as  Mr.  Mann,  and  perhaps,  from  his  temperament  as  well  as 
his  smaller  sphere,  excited  less  antagonism.  He  found  a  powerful  ally 
in  the  "  Rhode  Island  Institute  of  Instruction,"  formed  January  24, 
1845,  and  in  the  Washington  County  Teachers'  Institute.  In  these  and 
in  all  his  work,  he  had  the  valuable  aid  of  Mr.  Updike,  with  whom  his 
appointment  had  originated,  and  of  Hon.  E.  R.  Potter,  who  was  to  be 
his  successor  in  ollice.  Mr.  William  S.  Baker,  also,  who  was  for  two 
years  the  official  agent  of  the  Rhode  Island  Institute,  rendered  impor- 
tant aid  to  the  school  agent. 

Mr.  Barnard  remained  five  years  in  office,  retiring  in  1849,  because 
of  failing  health.  On  retiring,  he  was  presented  with  a  testimonial  by 
the  teachers  of  the  State,  and  the  committee  presenting  it  thus  testified 
to  his  services  : 


"  Of  the  extent  of  your  labors  in  preparing  the  way  for  a  thorough  re-organi- 
zation of  our  system  of  public  schools,  and  in  encountering  successfully  the  many 
difficulties  incident  to  the  working  of  a  new  system,  tew  of  us  can  probably  be 
aware.  But  we  can  speak  from  a  personal  knowledge  of  the  value  of  the 
Teachers'  Institutes  which  have  from  time  to  time  been  held  by  your  appoint- 
ment, and  provided  (too  often,  we  fear,  at  your  expense)  with  skillful  and 
experienced  instructors,  and  practical  lecturers;  and  of  the  many  books  and 
pamphlets  on  education  and  teaching,  which  you  have  scattered  broadcast  over 
the  Slate. 

"  We  can  speak,  too,  of  what  the  teachers  of  the  State  know  from  daily 
observation, — many  of  them  from  happy  experience,  — of  the  great  change, — nay, 
revolution,—  which  you  have  wrought  in  our  school  architecture;  by  which  old, 
dilapidated,  and  unsightly  district  school-houses  have  given  way  for  the  many 
new,  attractive,  commodious  and  healthy  edifices  which  now  adorn  our  hills  and 
valleys.  We  have  seen,  too,  and  felt  the  benefits  of  the  more  numerous  and 
regular  attendance  of  scholars,  of  the  uniformity  of  text-books,  the  more 
vigilant  supervision  of  school  committees,  and  the  more  lively  and  intelligent 
interest  and  co-operation  of  parents  in  our  labors,  which  have  been  brought  about 
mainly  by  your  efforts. 

*"  In  18:57,  not  one-third  part  of  the  public  schr.ohhouses  in  Massachusetts  would 
have  been  considered  tenantable  by  any  decent  family,  out  of  the  poor-house  or  in  it." 
—Horace  .Manx's  Report  (for  Massachusetts)  is  1846. 

"  One-third  only  of  the  whole  number  (of  school-houses)  visited  were  found  in  good 
repair;  another  third  in  ordinary  and  comfortable  condition  only,  in  this  respect— in 
other  words,  barely  sufficient  for  the  convenience  and  accommodation  of  the  teachers 
and  pupils;  while  the  remainder,  consisting  of  3,319,  were  to  all  intents  and  purposes 
unfit  for  the  reception  of  man  or  beast."— Hon.  Samuel  Young's  Report  (for  New 
York)  in  1844. 


80  Rhode  Island. 

"  The  fruits  of  your  labors  may  also  be  seen  in  the  courses  of  popular  lectures 
which  are  now  being  held,  and  in  the  well-selected  town,  village  and  district 
libraries,  which  you  have  assisted  in  establishing,  and  which  are  already  scatter- 
ing their  life-giving  influence  through  our  beloved  State.  In  the  consciousness 
of  having  been  the  main  instrumentality  in  effecting  these  changes,  for  which 
the  generations  yet  unborn  will  bless  your  memory,  you  have  your  own  best 
reward.  *  *  *  *  May  }rour  future  course  be  as  honorable  to  yourself,  as  the 
past  has  been  useful  to  the  children  and  youth  of  Rhode  Island." 

Rev.  Edwin  M.  Stone,  the  historian  of  the  Rhode  Island  Institute  of 
Instruction,  thus  sums  up  the  labors  of  Mr.  Barnard  : 

"  During  the  Ave  years  of  service  by  Mr.  Barnard,  more  than  eleven  hundred 
meetings  were  held,  expressly  to  discuss  topics  connected  with  the  public 
schools,  at  which  upwards  of  fifteen  hundred  addresses  were  delivered.  One 
hundred  and  fifty  of  these  meetings  continued  through  the  day  and  evening; 
upwards  of  one  hundred  through  two  evenings  and  a  day;  fifty  through  two 
days  and  three  evenings ;  and  twelve,  including  Teachers'  Institutes,  through 
the  entire  week.  In  addition  to  this  class  of  meetings  and  addresses,  upwards 
of  two  hundred  meetings  of  teachers  and  parents  were  held  for  lectures  and 
discussions  on  improved  methods  of  teaching  and  for  public  exhibitions  or 
examinations  of  schools.  Besides  these  various  meetings,  experienced  teachers 
were  employed  to  visit  particular  towns  and  sections  of  the  State,  and  converse 
freely  with  parents,  on  the  condition  and  improvement  of  the  public  schools. 
By  these  agencies  a  meeting  was  held  within  three  miles  of  every  home  in  Khode 
Island.  In  addition  to  all  this,  more  than  sixteen  thousand  educational 
pamphlets  and  tracts  were  distributed  gratuitously  through  the  State;  'and 
one  year  not  an  almanac  was  sold  in  Khode  Island  without  at  least  sixteen  pages 
of  educational  reading  attached.'  This  statement  does  not  include  the  official 
documents  published  by  the  State,  nor  the  Journal  of  the  Institute,  nor  upwards 
of  twelve  hundred  bound  volumes  on  teaching  purchased  by  teachers  or  added 
to  public  or  private  libraries.  *  *  *  *  Before  Mr.  Barnard  left  the  State  a 
library  of  at  least  five  hundred  volumes  had  been  secured  for  twenty-nine  out  of 
the  thirty-two  towns."  * 

The  successor  of  Mr.  Barnard  was  Hon.  Elisha  R.  Potter,  who  ranks 
second  to  his  predecessor  only  in  the  quantity  of  his  labors,  not  in  their 
quality.  His  reports  from  1851  to  1854  show  services  of  the  greatest 
value.  The  work  of  Mr.  Barnard  was  after  all  only  the  preliminary 
work.  He  created  the  system,  but  it  was  in  a  community  so  unequally  pre- 
pared, and  in  many  regions  so  unprepared,  that  he  could  not  carry  the  or- 
ganization beyond  a  certain  point.  It  was  not  till  1852  that  the  towns 
had  even  supplied  themselves  with  school-houses.     In  his  report  lor  that 

*  Stone's  Hist.  R,  I.  Inst.,  p.  32. 


Schools  under  Hon.  E.  R.  Potter.        81 

year,  Mr.  Potter  announces  with  satisfaction  that  "nearty  all  the  districts 
have  school-houses  belonging  to  the  districts  as  their  corporate  property. 
Very  few  of  the  districts  now  depend  on  the  old  proprietors'  school- 
houses.  In  many  cases  tliey  have  been  purchased  by  the  district  and 
repaired."  Again,  it  appears,  that  after  all  Mr.  Barnard's  efforts,  no 
free-school  system,  in  the  thorough  sense,  had  yet  been  established 
throughout  the  State.  In  the  report  for  1 850,  Mr.  Potter  says :  "-In 
several  of  the  larger  towns  the  schools  are  now  made  entirely  free  by  town 
taxation  ;  but  in  most  of  the  towns,  the  State  and  town  appropriations 
are  insufficient,  and  the  remainder  of  the  expense  is  assessed  upon  the 
scholars.  And  although  the  law  provides  that  no  child  shall  be  excluded 
from  school  on  account  of  poverty,  and  that  the  trustees  shall  exempt 
the  poor  from  the  assessment,  yet  man}'  of  the  poor  refuse  to  avail  them- 
selves of  it."  He  also  points  out  that,  in  the  State  of  New  York,  the 
rate-bill  system  had  lately  been  abolished  by  an  immense  popular  major- 
ity. In  the  Rhode  Island  reports  for  January,  1852,  and  January,  PS53, 
it  appears  that  about  ten  per  cent,  of  the  amounts  expended  were  obtained 
by  assessment  on  scholars  ;  but  the  report  of  January,  1854,  shows  only 
five  per  cent.,  and  the  rate-bill  system  has  now  wholly  disappeared.  This 
result  is  largely  due,  no  doubt,  to  the  remonstrances  of  Mr.  Potter. 

This  gentleman's  legal  experience  was  also  of  the  greatest  value  in 
codifying  the  school-laws  of  the  State  ;  laws  which  he,  on  the  bench,  was 
afterwards  able  to  expound  and  apply  with  authority.  Other  important 
services  rendered  by  him  were  the  recommendation  (in  1850)  of  a  Board 
of  Education,  and  the  persistent  advocacy  of  a  Normal  School.  Under 
his  efforts  a  Normal  Department  was  first  established  (in  1850)  in  Brown 
University,  and  was  placed  under  the  charge  of  Prof.  S.  S.  Greene,  then 
Superintendent  of  the  Providence  Schools,  but  whose  title  in  the  Univer- 
sity was  that  of  u  Professor  of  Didactics."  To  this  arrangement  succeeded 
(in  1852)  a  private  Normal  School  in  Providence,  taught  by  Messrs. 
Greene,  Russell,  Colburn  and  Guyot;  and  finally  (in  1854)  a  state  Nor- 
mal School,  took  its  place,  under  charge  of  Mr.  Dana  P.  Colburn.  This 
school,  it  will  be  remembered,  was  afterwards  removed  to  Pristol,  and 
was  placed,  after  Mr.  Colburn's  death,  under  Mr.  Joshua  Kendall's 
charge.  It  was,  however,  abolished  in  18G5,  but  was  reestablished  at 
Providence  in  1871,  under  charge  of  Mr.  J.  C.  Greenough,  who  still  re- 
mains its  principal. 

Still  another  great  service  rendered  by  Judge  Potter  was  the  thorough 

discussion  and  elucidation  of  the  religious  question  in  public  schools.    It 

shows  the  recurrence  of  the  same  public  questions  that  we  find,  so  Car  back 

as  1840,  the  same  demand  as  now,  from  certain  quarters,  for  the  substitution 

6 


82  Rhode   Island. 

of  church  schools  in  place  of  common  schools ;  and  the  treasury  of 
argument  and  illustration  accumulated  on  this  subject  in  Mr.  Potter's 
reports  has  really  done  the  work  permanently,  and  left  little  for  his  suc- 
cessors to  do.  Fortunately  the  State  had,  in  its  school  commissioner,  a 
man  thoroughly  trained  in  its  constitutional  principles,  and  the  wise 
cautions  inserted  by  him  in  the  decisions  of  the  "  School  Manual,"  have 
saved  the  State  from  much  of  the  contest  which  has  prevailed  elsewhere. 
In  this  Manual,  which  is  the  authoritative  statute-book  for  every  school- 
committee  in  the  State,  these  principles  are  distinctly  laid  down: 

"  The  constitution  and  laws  of  the  State  give  no  powder  to  a  school  commit- 
tee, nor  is  there  any  authority  in  the  State  by  which  the  reading  of  the  Bible,  or 
praying  in  school,  either  at  the  opening  or  the  close,  can  be  commanded  or 
enforced.  On  the  other  hand,  the  spirit  of  the  constitution,  and  the  neglect  of 
the  law,  to  specify  any  penalty  for  so  opening  and  closing  a  school,  or  to 
appoint  or  allow  any  officer  to  take  notice  of  such  an  act,  do  as  clearly  show  that 
there  can  be  no  compulsory  exclusion  of  such  reading  and  praying  from  our 
public  schools.  The  whole  matter  must  be  regulated  b}r  the  consciences  of  the 
teachers  and  inhabitants  of  the  district  and  by  the  general  consent  of  the  com- 
munity. Statute  law  and  school  committee's  regulations  can  enforce  neither  the 
use  nor  disuse  of  such  devotional  exercises.  School  committees  may  recom- 
mend, but  they  can  go  no  further."* 

Judge  Potter  was  chairman  of  the  commission  which  framed  this  vol- 
ume, and  the  germ  of  this  passage  may  be  found  in  his  report  for  Octo- 
ber, 1854,  where  he  stated  his  views  as  follows : 

"  The  school  committees  have  indeed  the  power  by  lawr  to  regulate  the  lite- 
rary exercises  of  a  school,  but  not  to  prescribe  religious  exercises  for  a  school. 
They  have  indeed  the  power  to  prescribe  the  books  to  be  used  in  a  school,  but 
this  power,  and  all  their  powers,  must  be  construed  subject  to  the  provisions  of 
the  constitution  relating  to  religious  freedom.  The  constitution  is  the  supreme 
law,  and  overrides  all  other  laws. 

"  It  has  been  said  also,  that  if  one  objector  can  drive  the  Bible  out  of  school, 
he  can  drive  all  other  books  out  of  school  on  the  same  ground,  and  so  may  ren- 
der necessary  an  expurgation  of  our  whole  school  literature  to  suit  every  indi- 
vidual conscience.  This  objection  can  only  be  made  by  those  who  misunder- 
stand the  principles  I  have  laid  down  and  endeavored  to  defend.  As  no  one  by 
objecting  can  drive  the  Bible  out  of  school,  but  will  only  be  taken  out  of  the 
class  which  uses  it,  and  allowed  to  pursue  his  other  studies ;  so  if  he  objects  to 
any  other  book,  he  could  not  effect  its  expulsion  from  school,  but  merely  would 
not  be  compelled  to  read  in  it  or  hear  it  read  himself.  And  knowing  that  he 
could  not  prevent  others  from  using  the  book,  objections  would  seldom  be  made 
from  ill-will  or  obstinacy,  but  only  from  real  scruples  of  conscience. 

*E.  I.  School  Manual,  (1873,)  pp.  198, 258. 


Schools  under  Hon.  E.  K.  Potter.       83 

"  And  it  seems  to  me  that  the  ground  I  have  taken  with  regard  to  the  use  of 
the  Bible  in  public  schools,  is  the  only  one  upon  which  the  consciences  of  all, 
majority  and  minority,  can  be  properly  regarded.  The  teacher  cannot  make  it  a 
public  school  exercise,  and  require  the  attention  of  the  whole  school  to  it,  if  any 
one  objects.  But  if  any  one  does  object,  the  majority  can  still  use  it  in  a  class 
by  themselves,  leaving  the  objector  out  of  the  class;  and  he  has  then  no  more 
right  to  object  to  their  reading  in  it,  than  he  has  to  their  using  any  other  book, 
which  he  does  not  wish,  or  is  not  required  to  use  himself.     *     *     *     * 

"  Although  it  is  a  repetition  of  what  has  already  been  said,  I  will  again  state, 
in  conclusion,  the  principles  upon  which  I  consider  that  all  these  cases  should 
be  decided,  viz.  :  that  all  public  religious  exercises,  by  which  I  mean  prayer  and 
the  reading  of  the  Bible,  or  any  religious  book  by  the  teacher  and  the  whole 
school,  the  school  being  required  to  listen  to  it,  can  only  be  had  by  general  con- 
sent. And  it  does  not  remove  the  difficulty  to  authorize  a  scholar  who  has  con- 
scientious objections,  to  leave  the  school-room  while  the  exercises  are  proceed- 
ing. For  school  purposes,  the  house  is  his  house,  as  much  as  his  private 
dwelling-house,  and  he  has  a  right  to  be  there. 

"  But  if  objection  be  made,  which  would  seldom  be  the  case  if  a  teacher 
manages  properly,  then  the  Bible,  or  any  religious  book  may  be  used  in  classes, 
like  any  other  book,  by  those  whose  parents  do  not  object  to  it. 

"  If  any  other  grounds  than  these  can  be  supported  at  the  present  day,  it 
would  imply  a  most  wonderful  change  in  the  feelings  of  the  people  of  this  State. 
We  should  need  to  reprint  and  restudy  the  noble  words  of  John  Milton,  Jeremy 
Taylor  and  John  Locke  in  defence  of  religious  freedom,  to  bring  us  back  again 
to  the  doctrines  avowed  by  our  ancestors  when  they  first  settled  this  colony. 
The  total  separation  of  religious  and  civil  affairs  was  with  them  their  cardinal 
principle."  f 

t  School  Report  for  October,  1854,  pp.  27-9. 


X.     LATER  HISTORY  OF  THE  SCHOOLS. 

(1854— 187G.) 


From  this  time  forth,  the  schools  of  Rhode  Island  have  had  a  career 
of  quiet  development ;  yet  their  condition  in  some  of  the  smaller  towns 
has  lingered  far  behind  what  could  be  desired-  The  district  system  has 
never  been  abolished,  in  >pite  of  the  efforts  of  about  every  successive 
commissioner  ;  and  the  district  system  can  rarely  be  made  to  produce 
schools  of  high  order. 

Mr.  Potter's  successor  was  Rev.  Robert  Allyn,  of  East  Greenwich,  who 
remained  in  office  from  1854  to  1857.  He  edited  the  Rhode  Island  School- 
master, which  took  the  place  of  the  Educational  Magazine,  and  carried 
on  the  same  work  of  popular  enlightenment,  Mr.  Allyn,  in  his  report 
for  185(3,  points  out  that  less  than  half  the  children  of  school  age  through- 
out the  State,  are  to  be  found  at  any  given  time  within  the  school-bouse 
doors,  the  percentage  of  attendance  being  but  .48§,  while  the  percentage 
of  enrolled  membership  is  but  .69.  In  the  next  year's  report  (1857)  he 
returns  again  to  the  charge,  and  shows  the  number  of  enrolled  pupils  in 
the  State  to  have  actually  diminished  within  live  years,  having  been  more 
by  761  in  1852  than  in  1857.  While  the  increase  of  taxation  has  been 
nearly  forty-two  per  rent.,  he  declares  that''  the  decrease  in  scholars  act- 
ually enrolled  is,  since  1852,  three  per  cent.,  and  the  decrease  in  the  aver- 
age attendance  is  two  per  cent.  The  growth  of  population  during  that  time 
must  have  been,  at  least,  seven  per  cent.  About  twenty-two  per  cent, 
of  the  children  in  our  State  between  the  ages  of  six  and  fifteen,  are  not 
attending  school."  *  Yet,  he  declares  the  school  system  of  the  State  to 
be  a  model  one,  and  finds  the  chief  source  of  trouble  in  the  immense  in- 
crease of  manufacturing  industry  and  of  a  foreign  born  population. 

*  Report  for  1857,  p.  13. 


Later  History  of  the  Schools.  85 

Mr.  Allyn's  successor,  John  Kingsbury,  E«q.,  who  held  the  commis- 
sionership  from  1857  to  1859,  points  out  in  his  first  report  another  source 
of  difficulty  in  the  lingering  indifference  of  the  towns  to  their  schools. 
He  points  out  that  some  of  the  towns  fail  to  print  their  annual  reports, 
and  that  the  schools  are  very  insufficiently  visited.  In  one  town  the 
committee  give  these  two  reasons  for  making  no  report:  u  1st,  The 
freemen  at  the  annual  town-meeting  pay  no  attention  to  the  reading  of 
it;  and  second,  the  secretary  was  unable  to  draw  up  one."*  Even  from 
Providence,  the  commissioner  complains  that  he  can  obtain  only  the  most 
meagre  returns,  although  he  claims  that  the  Providence  school  system  is 
unsurpassed  in  the  nation. 

Mr.  Kingsbury  seems  to  have  entered  on  his  work  in  an  unusual  spirit 
of  thoroughness.  Considering,  as  he  says  in  his  report  for  1859,  the 
school  law  of  the  State  to  have  been  brought  to  a  high  degree  of  perfec" 
tion,  he  devoted  himself  mainly  to  a  thorough  inspection  of  the  actual 
working  of  the  system.  With  the  exception  of  three  or  four  districts,  he 
visited  every  school-house  in  the  State,  and  a  large  proportion  of  the 
schools.  His  testimony  as  to  the  condition  of  the  buildings  is  there- 
fore peculiarly  valuable.     It  is  as  follows  : 

"  After  the  passage  of  the  school  act  in  18-44,  which  authorized  districts  to 
purchase,  repair,  build  and  furnish  school-houses,  the  progress  of  improvement 
was  so  rapid  that  Mr.  Barnard  predicted,  that  if  the  same  progress  could  be 
made  for  three  years  more,  Rhode  Island  could  show,  in  proportion  to  the 
number  of  school  districts,  more  specimens  of  good  houses,  and  fewer  dilapi- 
dated, inconvenient  and  unhealthy  structures  of  this  kind,  than  any  other  State. 
This  prediction,  was  without  doubt,  fulfilled,  yet  there  are  some  school-houses 
in  the  State  now,  to  which  Mr.  Barnard's  unfavorable  description  applies  as 
well  to-day  as  it  did  fifteen  years  ago.  It  may  be  that  the  prediction  itself, 
uttered  with  the  praiseworthy  desire  of  encouraging  and  stimulating  the  people 
of  the  State,  together  with  the  numerous  compliments  bestowed  upon  us  by 
persons  from  abroad  for  what  was  really  accomplished  in  that  period,  may  have, 
instead  of  producing  the  intended  effect,  lulled  into  inactivity  and  self-compla- 
cency those  very  districts  which  it  ought  to  have  aroused.  The  credit  which  is 
due  to  those  districts  and  those  towns  which  did  improve  their  schools,  has 
been  assumed  as  belonging  to  the  whole  State.  Those  districts  which  have  not 
kept  pace  with  the  current  improvements  of  the  age,  so  far  from  indulging  feel- 
ings of  satisfaction  in  what  others  have  done,  and  making  it  a  reason  for  their 
own  inactivity,  ought  to  be  aroused  to  action  by  the  simple  fact  alone,  that  they 
are  in  painful  contrast  with  the  general  progress.  Rhode  Island  has  done  well. 
She  takes  a  high  rank  among  her  sister  States  in  furnishing  the  inestimable 
privileges  of  a  good  common  school  education  to  every  child  in  the  State.  This 
credit,  however,  is  not  due  equally  to  all  the  towns  and  districts.  It  is  due  in 
spite  of  those  towns  and  districts  which  as  yet  remain  comparatively  indifferent. 

♦Report  for  1858.  p.  31. 


86  Ehode  Island. 

"  A  large  number  of  our  school-houses  are  creditable  specimens  of  school 
architecture.  They  arc  commodious,  well  arranged,  well  adapted  to  school 
purposes,  furnished  with  maps,  black-boards  and  other  conveniences,  and  some 
of  t  hem  arc  beautifully  located,  with  good  grounds  adorned  with  shade  trees. 
Many  of  them  have  been  erected  at  a  cost  quite  as  great  as  the  means  of  the 
districts  will  justify.  Two  or  three,  perhaps,  have  exceeded  the  ability  of  the 
districts,  so  that  they  are  a  standing  bugbear  to  all  further  improvements  in 
their  neighborhoods.  They  are  like  expensive  dwelling-houses,  whose  owners 
have  so  crippled  themselves  in  building  that  they  cannot  afford  to  live  in  their 
houses  after  they  have  been  built.  In  respect  to  such  school-houses,  the  stand- 
ing argument  is,  we  have  expended  so  much  money  in  building  our  house,  that 
we  cannot  afford  to  tax  ourselves  for  a  good  school.  Happily,  the  number  is 
very  small  where  there  is  the  least  ground  of  complaint  on  this  point.  A  con- 
siderable number  of  the  school-houses  which  have  recently  been  built  or 
repaired,  have  cost  less  than  what  is  absolute  economy  in  expenditure.  This  is 
true  in  regard  to  the  size  of  the  structures,  their  location,  play-grounds,  out- 
houses, fences,  and  especially  their  interior  arrangements.  In  some  of  the  new 
houses  there  are  no  maps,  except  one  of  Rhode  Island,  furnished  at  the  expense 
of  the  State,  and  not  a  single  work  of  reference,  even  a  dictionary  of  the 
English  language.  Notwithstanding  all  that  has  been  done  to  improve  our 
school-houses,  there  are  many  which  are  entirely  unlit  places  for  the  education 
of  children,  since  in  them  these  children  are  to  spend  so  many  of  the  precious 
hours  of  their  lives.  They  are  old,  needing  repairs  even  for  a  temporary  occu- 
pancy;  cramped  in  size,  with  uneven  floors  which  allow  a  large  ventilation; 
having  desks  arranged  on  the  sides  of  the  room,  or  even  in  the  still  more 
ancient  method,  on  the  outside  of  the  room,  with  the  old-fasioned  slab  seats. 
Some  of  them  are  located  in  the  highway,  where  land  is  not  worth  ten  dollars 
an  acre,  in  the  most  desolate  place  in  the  district,  and  are  destitute  of  all  attrac- 
tion both  without  and  within.  It  is  gratifying  to  be  able  to  report  that  the 
progress  of  improvement  has,  within  the  past  year,  reached  some  of  these 
districts.  Several  of  them  have  repaired  their  houses  or  built  new  ones,  and 
two  or  three  districts  which  have  never  owned  a  school-house  before,  are  now 
the  fortunate  owners  of  such  a  structure.  There  is  reason  to  believe  that  there 
are  others  which  are  taking  measures  that  will  prove  successful  in  securing  the 
same  blessing,  so  that  shortly  it  may  be  said  that  there  is  not  a  district  in  the 
State,  which  does  not  possess  a  creditable  school-house. 

"  The  most  remarkable  circumstance  to  be  noticed  in  this  connection,  is  the 
great  contrast,  not  so  much  between  the  structure  and  condition  of  the  school- 
houses  of  the  different  towns — though  there  is  here  enough  to  challenge  atten- 
tion as  between  the.  structure  and  condition  of  the  school-houses  of  the  same 
towns,  and  sometimes  between  those  of  adjacent  districts.  Why  is  it  so?  Here 
is  the  same  school-law  operating  equally  for  the  good  of  both,  the  same  s'chool 
committee  to  whom  the  supervision  of  each  is  committed.  In  the  one  district  you 
will  find  the  school-house  beautiful,  commodious,  everything  without  and  within 
being  so  arranged  as  to  attract  and  win  the  hearts  of  the  young.  In  the  very 
next  district  everything  is  reversed.  Instead  of  attraction,  the  prevailing 
principle,  as  seen  in  the  school-house  and  its  surroundings,  is  repulsion.  Again 
it  may  be  asked,  why  is  it  so?    It  is  found  on  inquiry,  that   there  is  an  equal 


i 


Later  History  of  the  Schools.  87 

amount  of  wealth  in  both  districts,  an  equal  number  of  children  to  be  educated, 
and  that  these  children  are  equally  dependent  upon  their  education  for  the 
stations  in  life  which  they  are  to  occupy.  It  may  be  found  that  all  this  differ- 
ence may  be  traced  to  the  activity,  energy  and  liberality  of  a  single  individual. 
May  such  individuals  be  multiplied  till  not  a  discreditable  school-house  can  be 
found  in  Rhode  Island. 

' •  It  is  also  worthy  of  notice  that  in  some  of  the  towns  there  is  a  great  con- 
trast between  the  school-houses  and  dwelling-houses.  As  you  enter  these  towns 
the  impression  made  on  your  mind  by  so  many  excellent,  commodious  and 
elegant  dwelling-houses,  is  that  there  must  be  not  only  competence  but  abun- 
dance, and  even  great  wealth.  You  draw  the  very  natural  conclusion  that  here, 
at  least,  you  will  find  good  if  not  beautiful  school-houses.  In  this  you  are  (mite 
liable  to  labor  under  a  mistake  ;  for  there  are  towns  where  the  dwelling-houses 
and  out-houses  are  indicative  of  wealth,  and  yet  the  school-houses  are  among 
the  very  poorest  in  the  State.  Whenever  this  contrast  is  found,  it  is  not  owing 
to  want  of  wealth,  but  of  something  better — a  knowledge  of  the  true  manner  of 
using  wealth." 

The  next  commissioner  was  Dr.  Joshua  B.  Chapin,  who  held  the  office 
from  1859  to  1861,  and  again  from  18G3  to  1869.  his  place  being  tilled 
during  that  two  years'  interval  by  Henry  Rousmaniere,  Esq.  In  Dr, 
Chapin's  report  for  1861,  he  again  points  out  the  evils  of  the  district 
system,  at  least  so  far  as  it  leads  to  the  appointment  of  teachers  by  the 
district  trustees  acting  singly.  He  points  to  a  diminution  of  absenteeism 
in  some  districts,  from  thirty-eight  per  cent,  to  ten  or  eight  per  cent, 
lie  boasts  that  the  improvements  in  school  architecture  are  so  great  that 
u  at  the  present  rate  of  progress,  the  next  generation  will  look  in  vain 
for  an  absolutely  poor  schooMiouse  within  the  borders  of  our  State," — a 
hope  not  yet  fulfilled.  He  thus  refers,  also,  to  the  increasing  emploj*- 
ment  of  women  as  teachers  :  — 

"  Experience  has  proved  that  for  the  larger  part  of  our  common  district 
schools,  females  are  much  better  instructors  than  males.  Profiting  by  this 
experience,  their  number,  especially  in  our  winter  schools,  has  largely  increased. 
When  Mr.  Barnard  first  assumed  the  office  of  commissioner,  he  says  that.  '  out 
of  Providence  and  the  primary  department  of  a  few  central  districts,  I  found 
but  six  female  teachers,  and  with  the  exceptions  referred  to,  there  cannot  have 
been  more  than  twice  that  number  employed.')  Had  he  visited  the  same  schools 
during  the  past  year,  he  would  have  found  more  than  two  hundred.  Without 
intending  to  underrate  males,  as  teachers,  I  am  free  to  say  that  two-thirds  of  all 
the  schools  which  I  have  visited,  taught  by  males,  would  be  better  taught,  and 
better  disciplined,  too,  by  females.  Females  have  peculiar  talent,  and  when 
properly  educated,  have  greater  power  over  the  maimers,  morals  and  minds  of 
children.  They  have  a  stronger  interest,  more  skill,  patience,  tact.  They  have 
a  facility  for  placing  themselves  in  sympathy  with  young  hearts.  In  matters  of 
government  and  discipline  they  often  succeed  best,  when  it  was  predicted  they 
would  uniformly  fail.     *     *     * 


88  Rhode  Island. 

"  They  should  also  be  better  paid.  I  have  yet  to  learn  a  good  reason  why  a 
female  teacher,  doing  the  same  service  as  a  male  teacher,  and  doing  it  better, 
should  not  have  at  least  equal  pay.  The  most  of  our  teachers  are  miserably 
compensated  for  the  amount  and  character  of  the  labor  which  they  perform. 
The  pay  for  farm  labor  and  kitchen  service  is,  in  many  cases,  in  advance  of 
teachers'  wages ;  though  we  are  every  year  getting  the  better  of  this  evil. 
Wages  are  each  year  advancing,  and.  within  the  past  live  years,  have  increased 
from  one-third  to  one-half.  Especially  is  this  true  in  our  cities  and  larger  towns  ; 
and  yet  with  all  this  increase  they  have  hardly  kept  pace  with  the  increased 
expense  of  living.     *     *     * 

"There  is  far  less  occasion  for  a  resort  to  the  severer  forms  of  discipline  in 
our  schools  of  the  present  day  than  formerly.  Wholly  insubordinate  spirits  are 
seldom  found.  Twenty  years  ago  it  was  no  uncommon  occurrence  for  a  do/en 
schools  to  be  utterly  broken  up  in  the  course  of  the  winter,  and  many  more  were 
rendered  wholly  useless  by  the  presence  of  vicious,  incorrigible  boys.  During 
the  past  year,  only  one  instance  of  serious  disturbance  has  come  to  my  knowl- 
edge, and  this  was  due  quite  as  much  to  the  incompetency  and  inefficiency  of 
the  teacher  as  to  anything  else." 

Dr.  Chapin  was  succeeded  in  June,  1869,  by  T.  W.  Bicknell,  Esq., 
in  whose  reports  we  begin  at  once  to  see  that  greater  thoroughness  and 
method  which  we  are  now  accustomed  to  expect  in  such  documents. 
For  the  first  time,  in  connection  witli  his  first  report,  every  town  in  the 
State  published  its  school  report  in  full.  The  various  points  of  school 
discipline,  absenteeism,  truancy,  normal  instruction  and  school  super- 
vision were  not  only  discussed  in  the  main  document,  but  illustrated  from 
the  local  experience  of  different  towns.  Mr.  Bicknell  at  once  urged  the 
creation  of  a  State  board  of  education,  and  the  re-establishment  of  the 
normal  school.  Both  these  measures  were  almost  immediately  carried  ; 
the  former  in  1870,  and  the  latter,  as  has  already  been  said,  in  1871- 
From  this  time  forth,  the  annual  reports  of  the  board  of  education  have 
accompanied  those  of  the  school  commissioner. 

By  his  annual  reports  and  personal  efforts,  Mr.  Bicknell  also  did 
much  as  to  procuring  liberal  legislation  on  public  libraries,  as  to  the 
extension  of  the  term  of  school  committees  from  one  to  three  years,  and 
as  to  the  legal  authorization  of  a  school  superintendent  for  every  town. 
As  Providence  was  the  first  city  in  New  England  to  appoint  (in  1838) 
a  city  superintendent,  it  was  appropriate  that  the  State  should  also  be 
prominent  in  wise  legislation  on  this  point.  Mr.  Bicknell  also  urged 
the  appointment  on  school  committees  of  a  reasonable  proportion  of 
experienced  and  intelligent  women,  mentioning  one  town  in  the  State 
where  the  committee  had  even  consisted  of  women  only,  with  favorable 
results.*     He  collected  valuable  data  as    to   evening    schools   from    dif- 

*  Report,  January,  1872,  p.  (39;  January,  1874,  p.  90. 


Later  History  of  the  Schools.  89 

ferent   towns    in    the    State.*      Me    fearlessly  presented  the  facts  as  to 
illiteracy  in  Rhode  Island,  as  follows  : 

"  It  may  occasion  surprise  in  many  minds  to  learn  that  more  than  one  in 
eight,  of  all  the  people  of  this  State  over  ten  years  of  age,  cannot  read  nor 
write,  and  that  more  than  one  in  nine  of  all  the  population  of  the  State  will 
remain  for  life  unable  to  read  a  page  of  the  simplest  reading,  or  to  sign  a 
document,  except  with  their  mark. 

"In  order  that  the  growth  of  illiteracy  may  he  apparent,  the  following 
figures  from  the  censuses  of  1850,  1800,  1865  and  1870  are  presented: 

"  In  1850,  the  number  of  persons  in  Rhode  Island,  over  twenty  years  of  age. 
who  could  not  read  and  write,  was  given  as  3,607,  of  whom  1,248  were  native, 
and  2,359  were  foreign  by  birth;  3,310  were  whites,  and  2(57  were  colored. 

"  In  1860,  the  number,  over  20  years  of  age,  who  could  not  read  and  write, 
was  6,112.  Of  these,  1.202  were  of  native,  and  4,910  were  of  foreign  birth; 
5,582  were  white,  and  260  colored. 

"  The  whole  number  of  persons  upwards  of  20  years  of  age.  in  1865,  who 
could  not  read  and  write,  was  10,181;  of  American  birth,  1,552;  of  foreign 
birth,  8,629. 

"  According  to  the  census  of  1870,  the  illiterate  population  of  Rhode  Island, 
over  10  years  of  age,  is  21,901  ;  of  whom  8,681  are  males,  and  13,220  are 
females;  4,444  are  of  native  birth,  and  17,477  are  foreign  born;  21,011  are 
white,  and  890  are  colored. 

"The  minor  illiterate  population,  from  10  to  21  years  old,  is  5,115,  and  the 
adult  illiterate  population,  21  years  old  and  over,  is  16,786. 

"  Notice  the  rapid  increase  of  illiterates  in  twenty  years  : 

'•  18.10,  Illiterates  (over  20  years),  American  born.  1.248;  Foreign,  2,3.i0;  Total,  3,607; 

18(30,  "                 "               "                   '•             "        1,202;          "         4.910;  "      6,112; 

1865,  "                  "                "                   "             "        1,552;          "          8,62!);  "     10.181; 

1870,             '•           (over  21  yours),            "             '-       "          •'     16,780; 

1870,  "           (over  10  years),           "             «■        4.444;          "       17.477;  «•    21,901. 

••  A  glance  at  the  above  figures  shows  the  extent  and  the  source  of  this  mass 
of  ignorance  in  our  State.  16,786  of  our  citizens  have  passed  the  age  for  obtain- 
ing the  rudiments  of  knowledge  in  our  public  schools,  and  they  will  probably 
never  acquire  the  ability  to  read  and  write,  unless  by  the  agency  of  the  evening 
school,  or  by  private  instruction;  and  beyond  the  age  referred  to,  ignorance  is 
too  liable  to  perpetuate  itself,  and  to  bind  its  shackles  upon  its  own  victim. 

"  There  is  still  opportunity,  if  there  is  but  little  hope,  for  those  between  the 
ages  of  ten  and  twenty-one,  that  they  will  yet  learn  to  read  and  write.  In  a 
large  degree,  they  either  belong  to  our  truant  and  vagrant  population,  which  is 
now  in  preparation  by  idleness,  petty  offences  and  public  crimes,  to  become 
inmates  of  the  Reform  School,  the  State  Farm  and  the  State  Prison;  or  to  an- 
other class,  which  by  the  cupidity  of  parents  or  employers,  is  obliged  to  pass 
the  tender  and  formative  period  of  childhood  and  youth  in  the  factory,  where 
nimble  lingers  are  made  to  enrich  the  capitalist,  or  to  aid  in  the  support   of  the 

*  Report,  January,  1872,  p.  34. 


90  Rhode   Island. 

family,  at  the  expense  of  that  necessary  intelligence  which  fits  boys  and  girls  for 
the  ranks  of  society  and  citizenship.  Add  to  these,  a  class  of  children  whose 
only  birthright  is  poverty,  neglect  and  misfortune,  who  must  keep  the  wolf  aud 
the  sheriff  from  the  door,  by  early  toil,  trial  and  sorrow,  and  we  have  before  us 
the  unpromising  minor  illiterates  of  our  State."* 

Mr.  BicknelPs  proposed  remedies  for  this  illiteracy  are  the  following : 

"  1.  Excellent  common  schools. 

"2.  An  intelligent  and  interested  public  sentiment,  strongly  positive  in  favor 
of  universal  education. 

"  3.  The  enforcement  of  a  law  which  shall  not  allow  a  child  to  be  employed  in 
a  manufacturing  establishment  under  twelve  years  of  age. 

"  4.  The  enforcement  of  a  law  requiring  the  children  employed  in  the  manu- 
facturing establishments  of  our  State  to  attend  school  at  least  five  months  in 
each  year. 

"  5.  A  truant  and  vagrant  law,  by  which  every  child  between  the  ages  of  six 
and  sixteen  years,  not  attending  any  school,  or  without  any  regular  and  lawful 
occupation,  or  growing  up  in  ignorance,  may  be  committed  to  some  suitable 
institution,  or  bound  as  an  apprentice  at  some  good  home,  for  the  purpose  of 
gaining  the  rudiments  of  an  education,  and  of  learning  some  useful  trade. 

"  (J.  The  establishment  of  evening  schools  in  every  town,  for  the  benefit  of  all 
persons  over  sixteen  years  of  age,  who  may  desire  to  attend. 

"7.  A  constitutional  enactment,  which  shall  require  of  every  person  who 
shall  possess  a  franchise  in  the  State,  a  certificate  of  his  ability  to  read  and 
write." 

As  to  this  last  provision  I  must  venture  to  differ  from  Mr.  Bicknell. 
The  experience  of  Massachusetts  shows  that  such  a  law,  if  made,  is  not 
likely  to  be  strictly  enforced  ;  and  it  seems  to  me  plain  that  if  enforced, 
it  would  defeat  its  own  end.  Enfranchise  all,  and  it  is  for  the  obvious 
interest  of  eveiy  man  of  wealth  that  all  should  be  educated.  Disfran- 
chise the  ignorant,  and  every  rich  man  is  tempted  to  leave  the  common 
people  in  ignorance,  lest  they  should  acquire  votes. 

At  the  session  of  the  General  Assembly  in  1873,  a  committee  was 
appointed,  consisting  of  Hon.  Elisha  R.  Potter,  Associate  Justice  of  the 
Supreme  Court ;  Hon.  T.  W.  Bicknell,  School  Commissioner  ;  and  Hon. 
J.  M.  Addeman,  Secretary  of  State,  to  print  a  manual  of  the  school 
laws,  which  had  just  been  revised,  and  to  include  therewith  such  forms 
and  decisions  as  might  be  needful.  Two  thousand  copies  of  this  work 
were  distributed  among  the  school  districts  ;  and  it  still  furnishes  a 
sufficient  manual  ot  the  school  legislation  of  Rhode  Island. 

*  Report,  Januarj^,  1872,  p.  61. 


Later   History   of   the    Schools.  (J1 

In  Mr.  Bicknell's  last  report,  he  devotes  especial  attention  to  the  sub- 
ject of  drawing  in  schools,  and  urges  reasons  why  it  has  peculiar 
importance  for  the  Rhode  Island  school  system.  Some  of  these 
reasons  are  as  follows  : 

"Attention  is  called  to  a  single  branch  of  instruction  which  demands  an  im- 
portant place  in  the  coarse  of  studies  in  our  common  schools,  not  only  for  the 
reason  that  it  is  a  subject  of  great  practical  value  to  the  various  State  industries, 
but  on  account  of  its  influence  in  educating  the  mental  faculties.  Jake  mathe- 
matics or  language,  the  acquisition  of  the  several  departments  of  drawing  has 
an  influence  upon  the  easier  reception  of  all  knowledge,  and  in  that  sense  has  a 
relation  to  every  sphere  of  labor,  and  every  Held  of  thought.  Not  only  do  the 
best  educators  of  the  State  and  country  so  regard  it,  in  its  influence  as  an  intel- 
lectual stimulus,  but  the  business  men  of  the  community  so  regard  it,  as  practi- 
cal in  a  double  sense  for  its  utility  and  its  discipline. 

"  The  population  of  no  State  is  so  generally  engaged  in  manufactures  as  that 
of  Rhode  Island  Her  manufactures  are  varied  in  kind  and  in  quality,  they 
demand  all  grades  of  skill  not  only  in  those  who  take  the  general  charge,  but  in 
the  workmen.  Every  one  who  lias  studied  the  subject  knows  that  it  is  not 
enough  to  have  intelligent,  skillful,  reliable  supervision  of  labor;  the  best,  and 
therefore  the  cheapest  results  can  be  secured  only  Avhen  the  laborers  are  also 
intelligent,  skillful  and  reliable.  Ignorant  labor  is  always  costly  labor.  It  is 
generally  conceded,  and  all  Europe  is  acting  upon  the  belief,  that  a  knowledge 
of  drawing,  since  it  deals  with  the  representation  of  form,  which  all  objects 
possess,  is  the  most  essential  element  of  skilled  labor.  This  explains  the  action 
which  Massachusetts  has  recently  taken  for  the  art-education  of  her  whole  peo- 
ple. Rhode  Island  must  not  hesitate  to  follow  the  example  of  Massachusetts, 
unless  she  is  content  to  see  herself  out-stripped  in  all  the  more  skilled  and  prof- 
itable manufactures. 

"  To  enumerate  the  industries  of  Rhode  Island  is  to  enumerate  nearly  all  the 
industries  of  the  whole  country.  There  are  her  manufactures  of  cotton  and 
wool,  of  machinery,  locomotives,  fire-arms,  stoves  and  iron  castings  generally, 
her  manufactures  of  wood,  cloth  and  leather,  her  silver-ware,  jewelry,  and  a 
hundred  other  things  in  metal.  Then  there  is  her  building-construction  and  her 
quarrying.     To  give  details  would  be  to  make  a  lengthy  catalogue  indeed. 

"Now,  into  the  products  of  all  these  industries  enters  the  element  of  design, 
usually  in  its  relation  both  to  form  and  to  decoration.  Of  all  the  things  that 
Rhode  Island  manufactures,  there  is  scarcely  one  that  will  not  command  a  better 
price  for  being  beautiful.  Many  of  her  products,  as  machinery,  locomotives, 
involve  also  a  knowledge  of  working-drawings  in  their  construction.  When  we 
consider  that  nearly  everything  is  now  made  from  a  drawing,  that  a  beautiful 
object  cannot  be  made  by  a  person  lacking  in  taste,  that  one  cannot  work  from 
a  working-drawing  without  previous  instruction,  unless  he  works  under  the 
direct  supervision  of  a  second  person,  it  is  evident  that  there  is  good  reason  for 
the  declaration  that  a  knowledge  of  drawing  will  add,  on  an  average,  one-third 
to  the  daily  wages  of  the  workmen,  and  increase  the  profits  of  him  who 
employs. 

"According  to  the  census  of  1870,  the  total  population  of  Rhode  Island  was 


92  Kiiode  Island. 

217,353.  The  number  of  persons  engaged  in  all  occupations  was  88.574.  Of 
this  number,  11,780  were  engaged  in  agriculture;  19,679  in  professional  and  per- 
sonal services ;  10.108  in  trade  and  transportation;  47,007  in  mechanical  and 
mining  industries.  As  every  teacher  would  be  directly  helped  by  knowing  how 
to  draw,  and  as  good  taste  is  a  thing  of  direct  commercial  value  to  all  engaged 
in  trade  as  well  as  to  all  engaged  in  manufactures,  it  is  clear  that  nearly  the 
whole  occupied  population  of  Rhode  Island,  and  so  all  dependent  on  them;  can 
be  directly  benefited  by  drawing,  while  there  is  no  one  whose  interests  will  not 
be  indirectly  subserved.  Indeed,  of  all  the  States,  Rhode  Island  is  the  last 
which  should  neglect  the  art-education  of  her  people."  * 

These  remarks  deserve  especial  prominence,  inasmuch  as  the  introduc- 
tion of  drawing  into  the  schools  is  a  reform  still  to  be  effected  throughout 
the  State  as  a  whole,  Newport  being  the  only  place  where  it  is  yet  taught 
systematically.  The  experiment  has  been  tried  there  for  a  year,  under 
a  teacher  trained  in  the  Massachusetts  Normal  Art  School,  and  the  re- 
sults have  been  so  wholly  satisfactory  that  it  may  indeed  be  said  no 
longer  to  be  an  experiment. 

After  nearly  six  years  of  eminently  useful  service,  Mr.  Bicknell  retired 
from  oflice  in  January,  1875.  in  order  to  assume  the  editorship  of  the 
New  England  Journal  of  Education.  The  best  verdict  on  his  labors 
was  that  pronounced  by  the  Board  of  Education  in  saying  that  he  had 
labored  for  the  schools  "  with  a  diligence,  a  wisdom,  and  a  contagious 
enthusiasm,  which,  it  is  believed,  have  resulted  in  lasting  benefit  to  the 
cause  with  which  his  name  is  identified."  His  successor,  Hon.  T.  B. 
Stockwell,  has  been  in  oflice  one  year  onl}' ;  and  his  first  report  shows 
him  to  be  a  worth}'  successor  of  the  efficient  men  who  have  preceded  him. 

*  Report,  Jan.,  1875,  p.  57. 


XI.     CONCLUSION. 


The  Commissioner's  Report  for  January,  1875,  gives  this  simple  sum 
man*  of  what  the  Rhode  Island  schools  now  attempt : 

"  An  examination  of  our  schools  shows  that  reading,  spelling-,  penmanship, 
arithmetic  (mental  and  written)  and  geography  are  taught  in  all  the  schools  of 
the  State  of  an  intermediate  and  grammar  grade.  United  States  history  and 
English  grammar  are  taught  in  most  of  our  grammar  schools.  Vocal  music  is 
practised  in  many  of  our  schools,  and  taught  in  a  few,  particularly  in  those  of 
all  grades  in  Providence  and  Newport.  Drawing  is  taught  in  the  intermediate 
and  grammar  grades  of  Providence  and  Newport.  Sewing  is  taught  in  a  few  of 
the  schools  in  Providence. 

"  In  the  high  schools  we  find  the  pupils  pursuing  the  studies  of  natural  phi- 
losophy, chemistry,  astronomy,  botany,  algebra,  geometry,  trigonometry,  book- 
keeping, general  history,  mental  and  moral  philosophy,  English  literature,  Latin 
and  Greek."  * 

To  comprehend  the  full  bearing  of  this  brief  schedule,  we  must  look 
back  to  the  time  (1800)  when  a  leading  school-committee  man  in  Provi- 
dence had  never  even  seen  a  grammar,  and  could  find  no  geography  for 
sale  in  the  town.f 

In  regard  to  the  number  attending  public  school,  the  transformation 
is  quite  as  wonderful.  It  seems  now  hardly  credible  that  forty-four  }Tears 
ago  there  were  but  twenty  public  schools  in  the  State  which  were  kept 
through  the  year,  and  that  the  average  term  of  the  rest  was  but  three 
months.  It  seems  hardly  credible  that  in  1832  even  Providence  had  but 
eleven  public  schools  and  fifty-six  private  schools,  while  Newport  had 
but  two  of  the  former  class  and  thhfry-two  of  the   latter. j     By  the  first 

*  Report,  Jan.,  1875,  p.  55. 

jSee  statement  of  John  Howland,  ante,Y>-  1"- 

\  See  ante,  p.  57. 


94 


Kiiode   Island. 


official  report  (1839)  Newport  exhibited  an  aggregate  of  265  scholars  ; 
whereas  it  has  now  P7G9  ;  and  Providence  had  1,753  against  its  present 
12,507.*  In  the  whole  State  there  were,  in  1839,  but  13,748  public 
school  pupils,  an  amount  now  nearly  equalled  by  Providence  alone,  while 
the  whole  State  has  now  38, 669. |  The  whole  amount  spent  for  public 
schools  in  1839,  was  but  $35,354.86  ;  whereas,  in  1875,  it  was  $764,- 
643.74.     The  detailed  comparison  will  be  found  in  the  following  tables  : 


TOWNS. 


Providence  County. 


Burrillville 

Cranston  . . .  .* 

Cumberland 

East  Providence.. . 

Poster 

Glocester 

Johnston 

Lincoln 

North  Providence. 
North  Smithtield.. 

Pawtucket , 

Providence 

Scituate 

Smithtield 

Woonsocket 


Newport  County. 


Jamestown 

Little  Compton 
Middletown.  . . . 

Newport 

New  Shoreham 
Portsmouth . .  . 
Tiverton 


Washington  County. 


Charlestown 

Exeter 

Hopkinton 

North  Kingstown 

Richmond 

South  Kingstown. 
Westerly 


School 

Expenditures 

1839. 


$1,003  32 
1,107  82 
1,594  42 


938  22 
946  4!) 
831  94 


1,215  38 


8,902  41 
1,472  00 
2,511  50 


173  00 

397  43 

540  88 

1,320  20 

415  43 

487  09 
772  23 


379  sr> 
508  05 
G89  20 
910  22 
458  00 
1,154  38 
598  08 


School 
Expenditures 


$11,400  05 

10,840  30 
9,773  40 
9,015  92 
3,044  89 
4.082  04 
9,203  08 

15.382  84 
2.305  15 
4.082  48 

45.949  95 

428.200  80 

5,880  54 

5.070  50 

42,004  99 


581  53 
2,544  95 


2,405 
40,355 
1,112 
4,249 
3,750 


3,574  03 
3.922  10 
7,009  01 
5,700  74 
4,323  97 
7.205  12 
18,007  69 


*  See  ante,  p.  58. 

t  Report,  Jan.,  1876,  p.  195. 


Conclusion. 


95 


TOWNS. 

School 

Expenditures 

1839. 

School 

Expenditures 

1875. 

Kent  County. 
Coventry 

$1,172  30 
430  80 

$6,587  00 
3.490  41 

Warwick 

1,261  091        12.136  03 

West  Greenwich 

587  00 

270  80 

1,665  02 

572  96 

2,663  98 

Bristol  County. 

7,084  03 

Bristol 

11,124  57 

Warren . . . . 

8,102  50 

Totals 

$35,354  86 

$764,643  74 

Analysis  of  the  Above. 


1S39. 

1875. 

For  permanent  expenditures  ;  sites,  buildings  and 

$2,971  50 
32,383  36 

$275,835  02 
488,808  72 

Totals 

$35,354  86 

$764,643  74 

The  following  table  exhibits  the  changes  in  the  aggregate  number  of 

O  O  OO        o 

pupils  actually  attending  public  schools  in  the  different  towns  of  the 
State.  In  a  few  cases,  apparent  diminution  has  occurred  from  a  sub- 
division of  the  town  ;  in  other  cases  there  has  been  a  real  diminution 
through  the  diminished  population  of  certain  places,  usualty  small 
farming  towns. 

The  total  increase  is,  however,  large,  though  bearing  but  a  small  pro- 
portion to  the  increase  of  appropriation,  the  number  of  pupils  having 
increased  about  three-fold,  and  the  amount  of  appropriation  more  than 
twenty-fold. 


96 


Rhode  Island. 


Aggregate  Number  of  Pupils  Attending  Schools. 


towns. 


Aggregate 

of  pupils, 

183;). 


Aggregate 

of   pupils, 

1875. 


Providence  County. 


Burrillville 

Cranston 

Cumberland  .... 
East  Providence. . 

Foster 

Glocester 

Johnston 

Lincoln 

North  Providence. 
North  Smithlield. . 
Pawtucket 


Scituate 

Smithlield. . . 
Woonsocket. 


Newport   County 


Jamestown 

Little  Compton. 

Middletown 

Newport 

New  Shoreham, 

Portsmouth 

Tiverton 


Washington  County 


Charlestown  . .  • . . 

Exeter 

Hopkinton 

North  Kingstown 

Richmond 

South    Kingstown 
Westerly 


Kent   County 


Coventry 

East   Greenwich 


W 


ick 


West  Greenwich. . 


Bristol  County, 


Barrington 
Bristol 

Warren 


446 
•107 
412 


619 
384 
383 


-I  (18 


1.753 

734 

1,206 


53 

580 
200 
265 
190 
245 
349 


ah 


194 
320 
1 32 


13,748 


995 
757 
801 
697 
438 
405 

1,001 

1,895 
201 
462 

3,090 

12.507 

7  J!) 

539 

1,996 


269 
1  75 
1,769 
238 
383 
418 


246 

236 

284 

268 

478 

716 

479 

578 

219 

461 

645 

970 

478 

1,026 

470 

730 

209 

478 

746 

1,628 

258 

249 

155 
796 


38,669 


Conclusion.  97 

The  following  table,  for  which  I  am  indebted  to  Hon.  T.  B.  Stock- 
well,  gives,  more  in  detail,  the  steps  in  progress  within  the  last  thirty 
years  : 

Public  Day  Schools. 


Schools. 

1845. 

1855. 

1865. 

1875. 

428 
*  4  m.  1  d. 

447 

*  7  m.  18  d 

512 

737 

Average  length  of  Schools 

8  m.  18  d. 

Teachers  and  Teachers'  Wages. 

Number  of  different  teachers 

Mule 

554 
362 
192 
515 

679 
275 
404 
*560 
$3}  65 

*792 
*219 
*573 
*63d 

1,056 
195 

Female 

861 

82° 

Average  wages  of  male  teachers  per  month 

$85  18 
$46  17 

$17  96 

Total  amount  paid  teachers 

Attendance. 

$48,335  76 

*$  121, 675  15 

$383,284  14 

School  population.  5  to  15  years,  inclusive 
Number  of  different  pupils.   

*25,580 
22,156 

*32.217 

26  883 

*36,993 
*29,50() 

53,316 
38.554 

Average  number  belonging 

30  102 

Average  attendance. 

11.528 

18,998 

*21,300 

26,163 

Expenditures. 

Permanent 

$16,001  56 
$131,675  15 

$17,578  29 
$143,613  66 

$275,835  02 
$472,024  39 

Current 

$53,74 L  23 

Appropriations. 

State 

$25,000  00 
$25,434  83 

$50,000  00 
$62,564  89 

$50,000  00 
$105,595  54 

$90,000  00 
*340,506  14 

School  Property. 

Number  of  school-houses 

378 


*388 

*$850  000  00 

4°6 

Estimated  value  of  sites,  buildings,  etc.   . 

$2,36f>,017  00 

The  detailed  history  of  the  other  educational  institutions  of  the 
State — its  academies,  its  university,  its  teachers'  institutes,  its  public 
libraries,  its  learned  societies, — will  be  found  elsewhere  ;  as  will  the  pres- 
ent system  of  school  laws.  The  task  assigned  me  was  simply  to  give 
a  continuous  sketch  of  the  history  of  public  school  education  in  the 
State,  this  necessarily  including  some  reference  to  the  private  school 
instruction  in  the  early  days,  when  public  schools  were  to  be  found  only 
here  and  there. 

In  most  respects,  the  results  of  this  system  have  gone  far  beyond  the 
predictions  of  those  who  organized  it.  John  Rowland's  imagination 
would   hardly  have    pictured   to  him  the  costly  buildings,  the  elaborate 

*  Estimated  when  what  appears  to  be  reliable  data  for  estimates  can  be  obtained. 

7 


98  Rhode  Island. 

appliances,  the  high  salaries  now  to  be  found  in  Rhode  Island.  He 
would  also  find  the  standard  of  instruction  far  higher,  with  a  greater 
range  of  studies,  better  text-books  and  a  better  system  of  teaching. 
He  would  be  forced  to  admit,  however,  that  much  still  remains  to  be 
done,  and  that  in  some  of  our  most  ambitious  schools,  the  instruction 
is  still  formal  and  technical,  while  the  text  books  are  too  often  addressed 
to  the  memory  only,  without  recognizing  that  the  memory  itself  can  be 
best  reached  through  the  reason  and  the  imagination,  in  accordance  with 
Horace  Mann's  pithy  axiom,  u  That  which  interests  is  remembered." 
He  would  also  find  that  while  the  normal  school  benefits  the  common 
schools,  the  latter  may  do  much  to  testrict  and  hamper  the  normal 
school,  by  furnishing  it  with  material  very  imperfectly  prepared. 

In  one  respect  there  has  been,  it  must  be  allowed,  some  disappoint- 
ment. It  is  true  that  the  public  schools  have  effected — at  least  since  the 
abolition  of  the  separate  schools  for  colored  children,  in  1806 — something 
of  that  actual  mingling  of  all  classes  which  was  predicted  as  a  desirable 
result.  But  Henry  Barnard's  theory, — that  a  manufacturing  community, 
"  from  its  necessary  concentration  in  villages,"  *  must  be  favorably 
situated  for  a  public  school  system, — has  not  stood  the  test  of  time.  Or 
rather,  however  true  it  might  have  been  for  a  race  of  manufacturing 
operatives,  drawn  originally,  as  he  says,  ;*  from  the  country  homes  of 
New  England,"  the  case  was  greatly  changed  when  the  factory  popula- 
tion came  to  be  mainly  of  Irish  or  French  Canadian  parentage.  The  aver- 
age poverty  has  been  greater  than  was  expected,  and  this  has  brought  with 
it  an  unexpected  indifference  of  parents  to  the  education  of  their  children. 
It  has  proved,  in  the  long  run,  that  although  the  compactness  of  a 
factory  village  is  favorable,  as  Mr.  Barnard  pointed  out,  to  a  system  of 
graded  schools,  yet  such  a  village  offers  greater  obstacles  to  a  fall  at- 
tendance than  the  more  thinly-settled  farming  towns.  To  overcome  this 
evil  of  irregular  attendance ;  to  resist  tiie  pecuniary  necessities  of 
parents  and  the  pressure  on  the  part  of  manufacturing  corporations  to 
keep  children  at  work  instead  of  at  school :  this  still  remains  the  hardest 
problem  of  Rhode  Island  education.  In  Woonsocket,  for  instance,  it 
appears  b\-  the  report  for  1874  that  "  the  number  of  truants  and 
absentees  is  four  times  as  large  as  in  many,  if  not  in  most  towns  and 
villages  in  Massachusetts. "j-  It  is  well  known  that  by  the  joint  in- 
fluence of  parents  and  manufacturing  corporations  the  laws  are  openly 
violated  in  man}'  of  our  manufacturing  villages  ;  the  laws,  namely,  which 

*  Report  for  1845,  p.  71. 

|  State  School  Report,  January,  1875,  p.  30. 


Conclusion.  99 

prohibit  the  employment,  in  manufacturing  establishments,  of  children 
under  twelve,  and  permit  no  minor  under  fifteen  to  be  so  employed 
unless  after  attending  school  three  months  in  the  previous  year.*  Un- 
til so  simple  a  law  can  be  enforced,  it  is  almost  useless  to  talk  of  uniform 
compulsory  education.  The  prosperity  of  a  community  must  depend  at 
last  on  the  training  of  its  children.  Disfranchised  ignorance  is  as  dan- 
gerous as  enfranchised  ignorance ;  the  evil  is  still  there,  without  the 
degree  of  self  respect  and  the  stimulus  to  mental  action  given  by  the 
ballot.  The  only  safety  is  in  bringing  to  bear  upon  the  children  of  the 
ignorant  all  the  knowledge  of  the  wise. 

*  General  statutes,  chapter  153. 


PRESENT    SCHOOL    LAW. 

1876. 


The  last  revision  of  the  school  law  of  the  State  was  made  in  1872,  in 
connection  with  a  general  revision  of  the  statute  law.  Since  that 
time  a  few  amendments  have  been  made,  but  it  remains  very  nearly  as 
then  established,  and  as  it  is  to  be  found  in  the  Common  School  Manual, 
alread}T  mentioned.  As  given  below,  it  has  been  so  altered  as  to  include 
every  amendment  or  addition  up  to  the  present  time. 

I.  -  Or  the  Board  of  Education. 

Section  1.  The  general  supervision  and  control  of  the  public  schools  of  this 
State,  with  such  high  schools,  normal  schools  and  normal  institutes,  as  are  or 
may  be  established  and  maintained  wholly  or  in  part  by  the  State,  shall  be  vested 
in  a  State  board  of  education,  which  shall  consist  of  the  governor  and  the  lieu- 
tenant-governor, as  members  by  virtue  of  their  office,  and  of  one  other  member 
from  each  of  the  counties  of  the  State,  with  the  exception  of  Providence  county, 
which  shall  have  two  other  members.  The  board  of  education  shall  elect  the 
commissioner  of  public  schools. 

Sec  2.  The  members  of  the  board  of  education  shall  continue  to  be  divided 
into  three  classes,  and  to  hold  their  offices  until  the  terms  for  which  they  were 
respectively  elected  shall  have  expired. 

Sec.  3.  Two  members  of  the  board  of  education  shall  be  elected  annually  at 
the  May  session  of  the  General  Assembly,  in  grand  committee,  from  the  counties 
in  which  vacancies  shall  occur  in  said  board,  who  shall  hold  their  office  for 
three  years,  and  until  their  successors  shall  have  been  elected  and  qualified; 
vacancies  in  said  board  shall  be  filled  for  any  unexpired  term  by  an  election 
from  the  county  for  which  the  member  whose  office  is  vacant  was  elected,  in  the 
same  manner,  at  any  session  of  the  General  Assembly. 


1G2  Rhode  Island. 

Sec.  r.  The  governor  shall  be  president,  and  the  commissioner  of  public 
schools  shall  be  secretary,  of  the  board  of  education. 

Sec  5.  The  board  of  education  shall  hold  quarterly  meetings  in  the  first 
week  of  March.  June,  September  and  December  of  each  year,  at  the  office  of  the 
commissioner  of  public  schools,  and  may  hold  special  meetings  at  the  call  of 
the  president  or  secretary.  They  shall  prescribe,  and  cause  to  be  enforced,  all 
rules  and  regulations  necessary  for  carrying  into  effect  the  laws  in  relation  to 
public  schools. 

Sec.  (>.  The  board  of  education  may  cause  to  be  paid  annually  to  and  for 
the  use  of  each  tree  public  library  established  and  maintained  in  this  State,  and 
to  be  expended  in  the  purchase  of  books  therefor,  a  sum  not  exceeding  fifty 
dollars  for  the  first  five  hundred  volumes  included  in  such  library,  and  twenty- 
five  dollars  for  every  additional  five  hundred  volumes  therein:  Provided,  that  the 
annual  payment  for  the  benefit  of  any  one  such  library  shall  not  exceed  the  sum 
of  five  hundred  dollars. 

Sec  7.  The  board  of  education  shall  from  time  to  time  establish  rules  pre- 
scribing the  character  of  the  books  which  shall  constitute  such  a  library  as  will 
be  entitled  to  the  benefits  conferred  by  the  foregoing  section,  regulating  the 
management  of  such  library  so  as  to  secure  the  free  use  of  the  same  to  the 
people  of  the  town  or  city  and  neighborhood  in  which  it  shall  be  established, 
and  directing  the  mode  in  which  the  sums  paid  in  pursuance  of  this  act  shall  be 
expended.  No  library  shall  receive  any  benefit  under  the  foregoing  provisions, 
unless  such  rules  shall  have  been  complied  with  by  those  in  charge  thereof,  nor 
until  they  have  furnished  to  said  board  satisfactory  evidence  of  the  number  and 
character  of  the  books  contained  in  said  library. 

Sec.  s.  Any  payment  herein  authorized  shall  be  made  by  the  general  treasurer 
upon  the  order  of  the  commissioner  of  public  schools,  approved  by  the  board  of 
education,  and  payable  to  the  librarian,  or  other  person  having  charge  of  such 
library,  or  of  the  funds  applied  to  its  support  designated  by  said  board. 

Sec  !».  The  board  of  education  shall  make  an  annual  report  to  the  General 
Assembly,  at  the  adjourned  session  at  Providence. 

Six:.  10.  The  members  of  the  board  shall  receive  no  compensation  for  their 
services,  but  the  State  treasurer  may  pay,  upon  the  order  of  the  State  auditor, 
the  necessary  expenses  of  the  members,  when  attending  the  meetings  of  the 
board,  or  when  travelling  upon  official  business  for  and  within  this  State,  after 
the  bills  have  been  approved  by  the  General  Assembly. 

II.— Of  tiik  Commissioned  of  Public  Schools. 

Section  1.  There  shall  be  annually  elected  a  commissioner  of  public  schools 
in  the  manner  prescribed  in  the  next  preceding  chapter,  who  shall  devote  his 
time  exclusively  to  the  duties  of  his  office.  In  case  of  sickness,  temporary 
absence,  or  other  disability,  the  governor  may  appoint  a  person  to  act  as  com- 
missioner during  such  absence,  sickness,  or  disability. 

Sec  2.  The  commissioner  of  public  schools  shall  visit,  as  often  as  practica- 
ble, every  school  district  in  the  State,  for  the  purpose  of  inspecting  the  schools, 
and  diffusing  as  widely  as  possible,  by  public  addresses  and  personal  communi- 
cations with  school  officers,  teachers  and  parents,  a  knowledge  of  the  defects, 


Present  School  Law,  187G.  103 

and  of  any  desirable  improvements  in  the  administration  of  the  system,  and  the 
government  and  instruction  of  the  schools. 

Sec.  3.  He  shall,  under  the  direction  of  the  hoard  of  education,  recommend 
and  secure,  as  far  as  is  practicable,  a  uniformity  of  text-books  in  the  schools  of 
all  the  towns;  and  shall  assist  in  the  establishment  of,  and  selection  of  hooks, 
for  school  libraries. 

Sec.  4.  He  shall  annually,  on  the  last  Monday  in  December,  make  a  report 
to  the  board  of  education,  upon  the  state  and  condition  of  the  schools  and  of 
education,  with  plans  and  suggestions  for  their  improvement. 

III.— Of  the  Appropriation  for  Public  Schools. 

Section'  1.  The  sum  of  ninety  thousand  dollars  shall  be  annually  paid  out  of 
the  income  of  the  permanent  school  fund,  and  from  other  money  in  the  State 
treasury,  for  the  support  of  public  schools  in  the  several  towns,  upon  the  order 
of  the  commissioner  of  public  schools. 

Sec.  2.  The  sum  of  sixty-three  thousand  dollars  of  the  amount  aforesaid 
shall  be  apportioned  annually,  in  May,  by  the  commissioner,  among  the  several 
tow  ns,  in  proportion  to  the  number  of  children  therein  under  the  age  of  fifteen 
years,  according  to  the  census  of  the  United  States,  or  of  this  State,  then  last 
preceding;  and  the  sum  of  twenty-seven  thousand  dollars  shall  be  apportioned 
among  the  several  towns  in  proportion  to  the  number  of  school  districts  in  each 
town. 

Sec.  3.  The  money  appropriated  from  the  State  as  aforesaid  shall  he  denomi- 
nated -'teachers'  money,"  and  shall  be  applied  to  the  wages  ot  teachers,  and  to 
no  other  purpose. 

Sec.  4.  Xo  town  shall  receive  any  part  of  such  State  appropriation,  unless 
it  shall  raise  by  tax  for  the  support  of  public  schools,  a  sum  equal  to  the  amount 
it  may  receive  from  the  State  treasury  for  the  support  of  public  schools. 

Sec.  5.  If  any  town  shall  neglect  or  refuse  to  raise  or  appropriate  the  sum 
required  in  the  section  next  preceding,  on  or  before  the  first  day  of  July  in  any 
year,  its  proportion  of  the  public  money  shall  be  forfeited,  and  the  general 
treasurer,  on  being  officially  informed  thereof  by  the  commissioner  of  public- 
schools,  shall  add  it  to  the  permanent  school  fund. 

Sec.  <!.  The  commissioner  of  public  schools  shall  draw  orders  on  the  general 
treasurer,  in  favor  of  all  such  towns,  for  their  proportion  of  the  appropriation 
for  public  schools,  as  shall,  on  or  before  the  first  day  of  July,  annually,  comply 
with  the  conditions  of  the  fourth  section  of  this  chapter. 


IX — ()f  the  Powers  and  Duties  of  Towns,  and  of  the  Duties  of  the  Town 
Treasurer  and  Town  Clerk  relative  to  Public  Schools. 

Section  1.  Any  town  may  establish  and  maintain,  with  or  without  forming 
districts,  a  sullicient  number  of  public  schools,  of  different  grades,  at  convenient 
locations,  under  the  management  of  the  school  committee,  subject  to  the  super- 
vision of  the  commissioner  of  public  schools  as  provided  by  this  title. 

Sec.  2.     Any  town  may  be  divided  by  a  vote  thereof,  into  school  districts. 


104  Eiiode  Island. 

Sec  3.  Any  town  may  vote,  in  a  meeting  notified  for  that  purpose,  to  pro- 
vide school-houses,  together  with  the  necessary  fixtures  and  appendages  thereto, 
in  all  the  districts,  if  there  be  districts,  at  the  common  expense  of  the  town : 
Provided,  if  any  district  shall  provide,  at  its  own  expense,  a  school-house 
approved  by  the  school  committee,  such  district  shall  not  be  liable  to  be  taxed 
by  the  town  to  furnish  or  repair  school-houses  for  the  other  districts. 

Sec.  4.  Any  town  may,  at  its  first  annual  town  meeting  after  this  act  shall  go 
into  effect,  for  the  choice  of  State  or  town  officers,  elect  a  school  committee  to 
consist  of  not  less  than  three  residents  of  the  town,  who  shall  serve  without 
compensation  unless  voted  by  the  town,  and  shall  hold  their  offices  as  follows, 
to  wit :  immediately  after  being  assembled  in  consequence  of  such  election,  they 
shall  be  divided  by  lot  as  equally  as  may  be  into  three  classes.  The  term  of 
office  of  the  first  class  shall  expire  at  the  end  of  one  year,  that  of  the  second 
class  at  the  end  of  two  years,  and  that  of  the  third  class  at  the  end  of  three 
years.  As  the  office  of  each  class  becomes  vacant  as  aforesaid,  or  the  office  of 
any  member  of  either  class  by  resignation,  or  otherwise,  such  vacancy  or  vacan- 
cies may  be  annually  filled  by  the  town  at  its  annual  town  meeting,  for  the 
election  of  State  or  town  officers,  or  at  any  time  by  the  town  council,  until  the 
annual  town  meeting  for  the  election  of  State  or  town  officers. 

Sec.  5.  Any  town  may  elect,  or  failing  to  do  so,  its  school  committe  shall 
appoint,  a  superintendent  of  the  schools  of  the  town,  to  perform,  under  the 
advice  and  direction  of  the  committee,  such  duties,  and  to  exercise  such  powers, 
as  the  committee  may  assign  to  him,  and  to  receive  such  compensation  out  of 
the  town  treasury  as  the  town  may  vote. 

Sec.  (5.  The  town  treasurer  shall  receive  the  money  due  the  town  from  the 
State  treasury  for  public  schools,  and  shall  keep  a  separate  account  of  all  money 
appropriated  by  the  State  or  town,  or  otherwise  for  public  schools  in  the  town, 
and  shall  pay  the  same  to  the  order  of  the  school  committee. 

Sec.  7.  The  town  treasurer  shall,  within  one  week  after  the  school  com- 
mittee is  elected,  submit  to  them  a  statement  of  all  moneys  in  his  hands  be- 
longing to  schools,  specifying  the  sources  wdience  derived. 

Sec.  8.  The  town  treasurer  shall,  on  or  before  the  first  day  of  July,  annually, 
transmit  to  the  commissioner  of  public  schools  a  certificate  of  the  amount  which 
the  town  has  voted  to  raise  by  tax  for  the  support  of  public  schools  for  the 
current  year;  and  also  a  statement  of  the  amount  paid  out  to  the  order  of  the 
school  committee,  for  the  year  ending  with  the  thirtieth  of  April  next  preced- 
ing, and  until  such  return  is  made  to  the  commissioner,  he  may,  in  his  discre- 
tion, withhold  the  order  for  the  money  in  the  State  treasury  belonging  to  such 
town. 

Sec.  9.  The  town  clerk  shall  record  the  boundaries  of  school  districts  and 
all  alterations  thereof,  in  a  book  to  be  kept  for  that  purpose,  and  shall  distribute 
such  school  documents  and  blanks  as  may  be  sent  to  him,  to  the  persons  for 
whom  they  are  intended. 

V. — Of  the  Powers  of  School  Districts. 

Section  1.  Every  school  district  shall  be  a  body  corporate,  and  shall  be 
known  by  its  number,  or  other  suitable  or  ordinary  designation. 


Present  School  Law,  1876.  105 

Sec.  2.  Every  school  may  prosecute  and  defend  in  all  actions  in  which  said 
district  or  its  officers  are  parties,  may  purchase,  receive,  hold  and  convey  real 
or  personal  property  for  school  purposes,  and  may  establish  and  maintain  a 
school  library. 

Sec.  3.  Every  such  district  may  build,  purchase,  hire  and  repair  school- 
houses,  and  supply  the  same  with  black-boards,  maps,  furniture  and  other  neces- 
sary and  useful  appendages,  and  may  insure  the  house  and  appendages  against 
damage  by  Are  :  Provided,  that  the  erection  and  repairs  of  the  school-house 
shall  be  made  according  to  the  plans  approved  by  the  school  committee,  or,  on 
appeal,  by  the  commissioner  of  public  schools. 

Sec.  4.  Every  such  district  may  raise  money  by  tax  on  the  ratable  property 
of  the  district,  to  support  public  schools;  and  to  carry  out  the  powers  given 
them  by  any  of  the  provisions  of  this  title;  Provided,  that  the  amount  of  the 
tax  shall  be  approved  by  the  school  committee  of  the  town. 

Sec.  5.  Every  such  district  shall  annually  elect  a  moderator,  a  clerk,  a 
treasurer,  a  collector,  and  either  one  or  three  trustees,  as  the  district  may 
decide,  and  may  till  vacancies  in  either  of  said  offices  at  any  legal  meeting. 
The  moderator  may  administer  the  oath  to  all  the  other  officers  of  the  school 
district. 

Sec.  G.  The  clerk,  collector,  and  treasurer,  within  their  respective  school 
districts,  shall  have  the  like  power,  and  shall  perforin  like  duties,  as  the  clerk, 
collector,  and  treasurer  of  a  town ;  but  the  clerk,  collector  and  treasurer  need 
not  give  bond,  unless  required  by  the  district. 

Sec.  7.  All  district  taxes  shall  be  collected  by  the  district  or  town  collector, 
in  the  same  manner  as  town  taxes  are  collected. 

Sec.  8.  Any  district  may  vote  to  place  the  collection  of  any  district  tax  in 
the  hands  of  the  collector  of  town  taxes,  who  shall  thereupon  be  fully  authorized 
to  proceed  and  collect  the  same,  upon  giving  bond  therefor  satisfactory  to  the 
school  committee. 

Sec.  9.  If  any  school  district  shall  neglect  to  organize,  or  if  organized,  shall 
for  any  space  of  seven  months,  neglect  to  establish  a  school,  and  employ  a 
teacher,  the  school  committee  of  the  town  may,  themselves,  or  by  an  agent, 
establish  a  school  in  the  district  school-house,  or  elsewhere  in  the  district,  in 
their  discretion,  and  employ  a  teacher. 

Sec.  10.  Any  district  may,  with  the  consent  of  the  school  committee,  de- 
volve all  the  powers  and  duties  relating  to  public  schools  in  the  district,  on  the 
committee. 

VI. — Of  District  Meetings. 

Sectiox  1.  Notice  of  the  time,  place,  and  object  of  holding  the  first  meeting 
of  a  district  for  organization,  or  for  a  meeting  to  choose  officers  or  transact 
other  business,  in  case  there  be  no  trustees  authorized  to  call  a  meeting,  shall 
be  given  by  the  school  committee  of  the  town,  at  such  time,  and  in  such  manner 
as  they  may  deem  proper. 

Sec.  2.  Every  school  district  when  organized  shall  hold  an  annual  meeting, 
in  the  month  of  March,  April,  or  May,  of  each  year,  for  choice  of  officers,  and 
for  the  transaction  of  any  other  business  relating  to  schools. 


106  Rhode  Island. 

Sec.  3.  The  trustees  may  call  a  special  meeting-  for  election,  or  other  busi- 
ness, at  any  time,  and  shall  call  one  to  be  held  within  seven  days  on  the  written 
request  of  any  Ave  qualified  voters,  stating  the  object  for  which  they  wish  it 
called;  and  if  the  trustees  neglect  or  refuse  to  call  a  special  meeting  when  re- 
quested, the  school  committee  may  call  it  and  fix  the  time  therefor. 

Sec.  4.  District  meetings  shall  be  held  at  the  school-house,  unless  other- 
wise ordered  by  the  district.  If  there  be  no  school-house  or  place  appointed  by 
the  district  for  district  meetings,  the  trustees,  or  if  there  be  no  trustees,  the 
school  committee,  shall  determine  the  place,  which  shall  always  be  within  the 
district. 

Sec.  5.  Notice  of  the  time  and  place  of  every  annual  meeting,  and  of  the 
time,  place,  and  object  of  every  special  meeting,  shall  be  given,  either  by  pub- 
lishing the  same  in  a  newspaper  published  in  the  district,  or  by  posting  the  same 
in  two  or  more  public  places  in  the  district  for  live  days  inclusive  before  holding 
the  same  :  Provided,  that  the  district  may,  from  time  to  time,  prescribe  the  mode 
of  notifying  meetings,  and  the  trustees  shall  conform  thereto. 

Sec.  0.  Every  person  residing  in  the  district  may  vote  in  district  meetings, 
to  the  same  extent  and  with  the  same  restrictions  as  would  at  the  time  qualify 
him  to  vote  in  town  meeting;  but  no  person  shall  vote  upon  any  question  of 
taxation  of  property,  or  expending  money  raised  thereby,  unless  he  shall  have 
paid,  or  be  liable  to  pay,  a  portion  of  the  tax. 

Sec.  7.  The  clerk  of  the  district  shall  record  the  number  and  names  of  the 
persons  voting,  and  on  which  side  of  the  question,  at  the  request  of  any  quali- 
fied voter. 

VII.— Of  Joint   School  Districts. 

Section  1.  Any  two  or  more  adjoining  primary  school  districts  in  the  same 
or  adjoining  towns,  may,  by  a  concurrent  vote,  establish  a  school,  for  the  older 
and  more  advanced  children  of  such  districts. 

Sec.  2.  Such  associating  districts  shall  constitute  a  school  district  for  the 
purposes  of  providing  a  school-house,  fuel,  furniture,  and  apparatus,  and  for 
the  election  of  a  board  of  trustees,  to  consist  of  one  member  from  each  district, 
so  associating,  and  for  levying  a  tax  f~r  school  purposes,  with  all  the  rights  and 
privileges  of  a  school  district,  so  far  as  such  school  is  concerned. 

Sec.  3.  The  time  and  place  for  the  meeting  for  organization  of  such  associate 
district  maybe  fixed  by  the  school  committees,  and  anyone  or  more  of  the  asso- 
ciating districts  may  delegate  to  the  trustees  of  such  school,  the  care  and  man- 
agement of  its  primary  school. 

Sec.  4.  The  school  committee  of  the  town  or  towns  in  which  such  school 
shall  be  established,  shall  draw  an  order  in  favor  of  the  trustees  of  such  school, 
to  be  paid  out  of  the  public  money  appropriated  to  each  district  interested  in 
such  school,  in  proportion  to  the  number  of  scholars  from  each. 

Sec.  5.  Any  two  or  more  adjoining  school  districts  in  the  same  town  may, 
by  concurrent  vote,  with  the  approbation  of  the  school  committee,  unite  and  be 
consolidated  into  one  district,  for  the  purpose  of  supporting  public  schools, 
and  such  consolidated  district  shall  have  all  the  powers  of  a  single  district. 

Sec.  G.  Such  consolidated  district  shall  be  entitled  to  receive  the  same  pro- 
portion of  public  money  as  such  districts  would  receive  if  not  united. 


Present  School  Law,  187fi.  107 

Sec.  7.  The  mode  of  organizing  such  consolidated  district  and  calling  the 
first  meeting  thereof,  shall  be  regulated  or  prescribed  by  the  school  committee, 
and  notice  thereof  given  as  prescribed  in  section  five  of  chapter  forty-nine. 

Sec.  8.  Two  or  more  contiguous  districts,  or  parts  of  districts  in  adjoining 
towns,  may  be  formed  into  a  joint  school  district  by  the  school  committees  of 
such  towns  concurring  therein,  and  all  joint  districts  which  have  been,  or  shall 
be  formed,  may  by  them  be  altered  or  discontinued. 

Sec.  9.  The  meeting  for  organization  of  such  joint  district  shall  be  called  by 
the  school  committees  of  such  towns,  and  notice  thereof  shall  be  given  as  pre- 
scribed in  section  five  of  chapter  forty-nine. 

Sec.  10.  Such  joint  district  shall  have  all  the  powers  of  a  single  school  dis- 
trict, and  shall  be  regulated  in  the  same  manner,  and  shall  be  subject  to  the 
supervision  and  management  of  the  school  committee  of  the  town  in  which  the 
school  is  located. 

Sec.  11.  A  whole  district  making  a  portion  of  such  joint  district,  shall  be 
entitled  to  its  proportion  of  public  money,  in  the  same  manner  as  if  it  had  re- 
mained a  single  district;  and  when  part  of  a  district  is  taken  to  form  a  portion 
of  such  joint  district,  the  school  committee  of  the  town  of  which  such  district 
is  a  part  shall  assign  to  it  its  reasonable  proportion. 

Sec.  12.  Whenever  any  two  or  more  districts  shall  be  consolidated,  the  new 
district  shall  own  all  the  corporate  property  of  the  several  districts. 

Sec.  13.  Whenever  a  district  is  divided,  and  a  portion  taken  from  it,  the 
funds  and  property,  or  the  income  and  proceeds  thereof,  shall  be  divided  among 
the  several  parts,  in  such  manner  as  the  school  committee  of  the  town,  or  towns, 
to  which  the  districts  belong,  may  determine. 

Sec.  If.  Whenever  a  part  of  one  district  is  added  to  another  district,  or  part 
of  a  district  owning  a  school-house,  or  other  propert}*,  such  part  shall  pa}r  to 
the  district  or  part  of  a  district  to  which  it  is  added,  if  demanded,  such  sum  as 
the  school  committee  may  determine,  towards  paying  for  such  school-house  and 
other  property. 

VIII. — Of  the  Levy  oe  District  Taxes. 

Section'  1.  District  taxes  shall  be  levied  on  the  ratable  property  of  the  dis- 
trict, according  to  its  value  in  the  town  assessment  then  last  made,  unless  the 
district  shall  direct  such  taxes  to  be  levied  according  to  the  next  town  assess- 
ment ;  and  no  notice  thereof  shall  be  required  to  be  given  by  the  trustees. 

Sec.  2.  The  trustees  of  any  school  district,  if  unable  to  agree  with  the 
parties  interested,  with  regard  to  the  valuation  of  any  property  in  such  district, 
shall  call  upon  one  or  more  of  the  town  assessors  not  interested,  and  not  resid- 
ing in  the  district,  to  assess  the  value  of  such  property  so  situated,  in  the  fol- 
lowing cases,  namely  :  When  any  real  estate  in  the  district  is  assessed  in  the 
town  tax  bill  with  real  estate  out  of  the  district,  so  that  there  is  no  distinct  or 
separate  value  upon  it;  when  any  person  possessing  personal  property  shall  re- 
move into  the  district  after  the  last  town  assessment;  when  a  division  and 
apportionment  of  a  tax  shall  become  necessary  by  reason  of  the  death  of  any 
person,  or  the  sale  of  such  property;  when  a  person  has  invested  personal 
property  in  real  estate,  and  shall  call  upon  the  trustees  to  place  a  value  thereon; 
and  when  property  shall  have  been  omitted  in  the  town  valuation. 


108  Rhode  Island. 

Sec.  3.  The  assessors  shall  give  notice  of  such  assessment,  by  posting  up 
notices  thereof  for  ten  days  next  prior  to  such  assessment,  in  three  of  the  most 
public  places  in  the  district ;  and  after  notice  is  given  as  aforesaid,  no  person 
neglecting  to  appear  before  the  assessors  shall  have  any  remedy  for  being  over- 
taxed. 

Sec.  4.  If  a  district  tax  shall  be  voted,  assessed,  and  approved  of,  and  a 
contract  legally  entered  into  under  it,  or  such  contract  be  legally  entered  into 
without  such  vote,  assessment,  or  approval,  and  said  district  shall  thereafter 
neglect  or  refuse  to  proceed  to  assess  and  collect  a  tax  sufficient  to  fulfil  such 
contract,  the  commissioner  of  public  schools,  after  notice  to  and  hearing  of  the 
parties,  may  appoint  assessors  to  assess  a  tax  for  that  purpose,  and  may  issue  a 
warrant  to  the  collector  of  the  district,  or  to  a  collector  by  him  appointed, 
authorizing  and  requiring  him  to  proceed  and  collect  such  tax. 

Sec.  5.  Errors  in  assessing  a  tax  may  be  corrected,  or  the  tax  reassessed, 
in  such  manner  as  may  be  directed  or  approved  by  the  commissioner  of  public 
schools. 

Sec.  6.  Whenever  any  person  who  has  paid  a  tax  for  building  or  repairing  a 
school-house  in  one  district,  shall,  by  alteration  of  the  boundaries  thereof, 
become  liable  to  pay  a  tax  in  any  other  district,  if  such  person  cannot  agree 
with  the  district,  such  abatement  of  the  tax  maybe  made  as  the  school  commit- 
tee, or,  in  case  of  a  district  composed  from  different  towns,  as  the  commissioner 
of  public  schools,  may  deem  just  and  proper. 

Sec.  7.  Whenever  a  joint  district  shall  vote  to  build  or  repair  a  school-house 
by  tax.  the  amount  of  the  tax  and  plan  and  specifications  of  the  building  and 
repairs,  shall  be  approved  by  the  school  committees  of  the  several  towns,  or,  in 
case  of  their  disagreement,  by  the  commissioner  of  public  schools. 

Sec.  8.  In  case  of  assessing  a  tax  by  a  joint  or  associate  district,  if  the  town 
assessments  be  made  upon  different  principles,  or  the  relative  value  be  not  the 
same,  the  relative  value  and  proportion  shall  be  ascertained  by  one  or  more  per- 
sons, to  be  appointed  by  the  commissioner  of  public  schools,  and  the  assess- 
ment shall  be  made  accordingly. 

IX. — Of  the  Trustees  of  School  Districts. 

Section  1.  The  trustees  of  school  districts  shall  have  the  custody  of  the 
school-house  and  other  district  property,  and  shall  employ  one  or  more  qualified 
teachers  for  every  fifty  scholars  in  average  daily  attendance. 

Sec.  2.  The  trustees  shall  provide  school-rooms  and  fuel,  and  shall  visit  the 
schools  twice  at  least  during  each  term,  and  notify  the  committee  or  superin- 
tendent of  the  time  of  opening  and  closing  the  school. 

Sec  3.  The  trustees  shall  see  that  the  scholars  are  properly  supplied  with 
books,  and  in  case  they  are  not,  and  the  parents,  guardians,  or  masters  have 
been  notified  thereof  by  the  teacher,  shall  provide  the  same  at  the  expense  of 
the  district. 

Sec.  4.  The  trustees  shall  make  out  the  tax  bill  against  the  person  liable  to 
pay  the  same,  and  deliver  the  same  to  the  collector  with  a  warrant  by  them 
signed  annexed  thereto,  requiring  him  to  collect  and  pay  over  the  same  to  the 
treasurer  of  the  district. 


Present   School  Law,   1876,  109 

Sec.  5.  The  trustees  shall  make  returns  to  the  school  committee  in  manner 
and  form  prescribed  by  them  or  by  the  commissioner,  or  as  may  be  required  by 
law,  and  perform  all  other  lawful  acts  required  of  them  by  the  district,  or  neces- 
sary to  carry  into  full  effect  the  powers  and  duties  of  districts. 

Sec.  G.  The  trustees  shall  receive  no  compensation  for  services  out  of  the 
money  received  from  either  the  State  or  town  appropriations,  nor  in  any  way, 
unless  raised  by  tax  by  the  district 

Sec.  7.  The  trustees  of  any  school  district  may  allow  scholars  from  without 
the  district,  or  without  the  State,  to  attend  the  public  schools  of  such  district, 
upon  the  payment  of  such  sums  for  tuition  as  the  trustees  may  determine,  pro- 
vided that  such  attendance  and  tuition  shall  be  approved  by  the  school  com- 
mittee. 

Sec.  8.  Whenever  a  town  shall  not  be  divided  into  school  districts,  or  when- 
ever public  schools  shall  be  provided  without  reference  to  such  division,  the 
school  Committee  may  exercise  the  powers  provided  in  the  preceding  section 
hereof,  to  be  exercised  by  trustees. 

Sec.  9.  All  moneys  received  for  tuition  as  hereinbefore  provided,  shall  be 
paid  into  the  district  or  town  treasury,  as  the  case  may  be,  and  shall  be  used  for 
school  purposes  only. 

Sec.  10.  No  attendance  upon  the  public  schools  authorized  by  the  three  pre- 
ceding sections,  shall  be  reckoned  in  determining  the  average  attendance  for 
the  purpose  of  regulating  the  distribution  of  school  money,  but  such  average 
attendance  shall  be  returned  to  the  district  or  town  where  such  scholars  reside, 
and  be  there  reckoned  with  the  average  attendance  of  the  school  of  the  proper 
town  or  district. 

X. — Or  the  Powers  axd  Duties  oe  School  Committees. 

Sectiox  1.  The  school  committee  of  each  town  shall  choose  a  chairman  and 
clerk,  either  of  whom  may  sign  any  orders  or  official  papers,  and  may  be 
removed  at  the  pleasure  of  said  committee. 

Sec.  2.  The  school  committee  shall  hold  at  least  four  stated  meetings,  viz.  : 
on  the  second  Monday  of  January,  April,  July  and  October,  in  every  year,  and 
as  much  oftener  as  the  state  of  the  schools  shall  require.  A  majority  of  the 
number  elected  shall  constitute  a  quorum,  unless  the  committee  consist  of  more 
than  six,  when  four  shall  be  a  quorum,  but  any  number  may  adjourn. 

Sec.  3.  The  school  committee  may  alter  and  discontinue  school  districts,  and 
shall  settle  their  boundaries  when  undefined  or  disputed;  but  no  new  district 
shall  be  formed  with  less  than  forty  children,  between  the  ages  of  four  and  six- 
teen, unless  with  the  approbation  of  the  commissioner  of  public  schools. 

Sec.  1.  The  school  committee  shall  locate  all  school-houses,  and  shall  not 
abandon  or  change  the  site  of  any  without  good  cause. 

Sec.  5.  In  case  the  school  committee  shall  fix  upon  a  location  for  a  school- 
house  in  any  district,  or  shall  determine  that  the  school-house  lot  ought  to  be 
enlarged,  and  the  district  shall  have  passed  a  vote  to  erect  a  school-house,  or  to 
enlarge  the  school-house  lot,  or  in  case  there  is  no  district  organization,  and  the 
committee  shall  fix  upon  a  location  for  a  school-house  and  the  proprietor  of  the 
land  shall  refuse  to  convey  the  same,  or  cannot  agree  with  the  district  for  the 
price  thereof,  the  school  committee  of  their  own  motion,  or  upon  application  of 


110  Rhode  Island. 

the  district,  shall  be  authorized  to  appoint  three  disinterested  persons,  who  shall 
notify  the  parties  and  decide  upon  the  valuation  of  the  land;  and  upon  the  ten- 
der, or  payment,  of  the  sum  so  fixed  upon,  to  the  proprietor,  the  title  to  the  land 
so  fixed  upon  by  the  school  committee,  not  exceeding  one  acre,  shall  vest  in  the 
district,  for  the  purpose  of  maintaining  thereon  a  school-house  and  the  necessary 
appendages  thereof. 

Sec.  G.  An  appeal  in  such  case  shall  be  allowed  to  the  court  of  common  pleas, 
in  the  same  manner,  and  with  the  same  effect,  both  as  to  the  necessity  of  taking 
the  particular  land  condemned,  and  the  valuation  thereof,  and  the  like  proceed- 
ings thereon  shall  be  had,  as  is  provided  by  law,  in  case  of  taking  land  for  public 
highways. 

Sec.  7.  The  school  committee  may  examine,  by  themselves,  or  by  some  one 
or  more  persons  by  them  appointed,  every  applicant  for  the  situation  of  teacher 
in  the  public  schools  of  the  town,  and  may,  after  five  days'  notice  in  writing, 
annul  the  certificate  of  such  as  upon  examination  of  the  party  by  them  prove 
unqualified,  or  will  not  conform  to  the  regulations  of  the  committee,  and  in  such 
case  shall  give  immediate  notice  thereof  to  the  trustee  of  the  district  in  which 
such  teacher  is  employed. 

Sec.  8.  The  school  committee  shall  visit,  by  one  or  more  of  their  number, 
every  public  school  in  the  town,  at  least  twice  during  each  term,  once  within 
two  weeks  of  its  opening,  and  once  within  two  weeks  of  its  close,  at  which 
visits  they  shall  examine  the  register,  and  matters  touching  the  school-house, 
library,  studies,  books,  discipline,  modes  of  teaching,  and  improvement  of  the 
school. 

Sec.  (J.  The  school  committee  shall  make  and  cause  to  be  put  up  in  each 
school-house,  rules  and  regulations  for  the  attendance  and  classification  of  the 
pupils,  for  the  introduction  and  use  of  text-books,  and  works  of  reference,  and 
for  the  instruction,  government,  and  discipline,  of  the  public  schools,  and  shall 
prescribe  the  studies  to  be  pursued  therein,  under  the  direction  of  the  school 
commissioner. 

Six;.  10.  The  school  committee  may  suspend  during  pleasure  all  pupils  found 
guilty  of  incorrigibly  bad  conduct,  or  of  violation  of  the  school  regulations. 

Sec.  11.  Where  a  town  is  not  divided  into  districts,  or  shall  vote  in  a  meeting 
duly  notified  for  that  purpose,  to  provide  schools,  without  reference  to  such  divi- 
sion, the  committee  shall  manage  and  regulate  said  schools,  and  draw  all  orders 
for  the  payment  of  their  expenses. 

Sec  12.  Whenever  the  public  schools  are  maintained  by  district  organiza- 
tion, the  committee  shall  apportion,  as  early  as  practicable  in  each  year,  among 
the  districts,  the  town's  proportion  of  the  sum  of  sixty-three  thousand  dollars 
received  from  the  State,  one-half  equally,  and  the  other  half  according  to  the 
average  daily  attendance  of  the  schools  of  the  preceding  year. 

Sec  13.  Whenever  the  town  is  divided  into  school  districts  having  the  man- 
agement of  their  own  concerns,  the  committee  shall  apportion  equally  among 
all  the  districts  of  the  town,  the  town's  proportion  of  the  sum  of  twenty-seven 
thousand  dollars  received  from  the  State. 

Skc.  14.  The  school  committee  shall  apportion  the  money  received  from  the 
town,  from  the  registry  tax,  from  school  funds,  or  from  other  sources,  either 
equally  or  in  such  proportion  as  the  town  may  direct,  and  for  want  of  such 
direction,  then  in  such  manner  as  they  deem  best. 


Pre s ext  School  Law,  1876.  Ill 

Srcc.  15.  The  school  committee  shall,  immediately  after  making  the  appor- 
tionment among  the  several  districts  as  provided  in  the  three  sections  next  pre- 
ceding, give  notice  to  the  trustees  of  the  amounts  so  apportioned  to  each  district. 

Sec.  16.  The  school  committee  shad  draw  an  order  on  the  town  treasurer  in 
favor  of  such  districts  only,  as  shall  have  made  a  return  to  them  in  manner  and 
form  prescribed  by  them  or  by  the  commissioner  of  public  schools,  or  as  maybe 
required  by  law,  from  which  it  shall  appear  that  for  the  year  ending  on  the  first 
day  of  May  previous,  one  or  more  public  schools  have  been  kept  for  at  least  six 
months,  by  a  qualified  teacher,  in  a  school-house  approved  by  the  committee  or 
commissioner,  and  that  the  money  designated  ";  teacher's  money,"  received  the 
year  previous,  has  been  applied  to  the  wages  of  teachers,  and  to  no  other  pur- 
pose. 

Sec.  17.  Such  orders  may  be  made  payable  to  the  trustees  or  their  order,  or 
to  the  district  treasurer,  or  teacher,  and  if  the  treasurer  receives  the  money,  he 
shall  pay  it  out  to  the  order  of  the  trustees. 

Sec.  18.  The  school  committee  shall  not  give  any  such  order,  until  they  are 
satisfied  that  the  services  have  actually  been  performed  for  which  the  money  is  to 
be  paid;  and  the  register,  properly  kept,  has  been  deposited  with  the  committee, 
or  with  some  person  by  them  appointed  to  receive  the  same. 

Sec.  19.  At  the  end  of  the  school  year,  any  money  appropriated  to  any  dis- 
trict which  shall  be  forfeited,  and  the  forfeiture  not  remitted,  or  which  shall  re- 
main unexpended,  shall  be  divided  by  the  committee  among  the  districts  the  fol- 
lowing year. 

Sec.  20.  The  school  committee  shall  prepare  and  submit  annually  to  the  com- 
missioner of  public  schools,  on  or  before  the  first  day  of  July,  a  report  in  manner 
and  form  by  him  prescribed,  and  until  such  report  is  made  to  the  commissioner, 
he  may  refuse  to  draw  his  order  for  the  money  in  the  State  treasury  belonging  to 
such  town,  provided,  the  necessary  blank  lor  said  report  has  been  furnished  by 
the  commissioner  on  or  before  the  first  day  of  May,  next  preceding;  they  shall 
also  prepare  and  submit  annually  at  the  annual  town  meeting,  a  report  to  the 
town  setting  forth  their  doings,  the  state  and  condition  of  the  schools,  and  plans 
for  their  improvement,  which  report,  unless  printed,  shall  be  read  in  open  town 
meeting,  and  if  printed,  at  least  two  copies  shall  be  transmitted  to  the  commis- 
sioner on  or  before  the  first  day  of  July  in  each  year. 

Sec.  21.  The  committee  may  reserve  annually,  out  of  the  public  appropriation, 
a  sum  not  exceeding  forty  dollars,  to  defray  the  expense  of  printing  their  report. 

Sec.  22.  In  any  town  in  this  State  a  change  may  be  made  in  the  school-books 
in  the  public  schools  of  such  town,  by  a  vote  of  two-thirds  of  the  whole  commit- 
tee; notice  of  the  proposed  change  having  been  given  in  writing  at  a  previous 
meeting  of  said  committee:  Provided,  that  no  change  be  made  in  any  text-book 
oftener  than  once  in  three  years,  unless  by  the  consent  of  the  board  of  education. 

XI.— Of  Teachers. 

Section  1.  Xo  person  shall  be  employed  in  any  town  to  teach  as  principal  or 
assistant  in  any  school,  supported,  entirely  or  in  part,  by  the  public  money,  unless 
he  shall  have  a  certificate  of  qualification,  signed  either  by  the  school  committee 
of  the  town,  or  by  some  person  appointed  by  said  committee,  or  by  the  trustees 
of  the  normal  school. 


112  Rhode  Island. 

Sec  2.  Such  certificate,  unless  annulled,  if  signed  by  the  school  committee, 
shall  be  valid  within  the  town  for  one  year. 

Sec.  3.  The  school  committee  shall  not  sign  any  certificate  of  qualification 
unless  the  person  named  in  the  same  shall  produce  evidence  of  good  moral  char- 
acter, and  be  found  on  examination  qualified  to  teach  the  various  branches 
required  to  be  taught  in  the  school. 

Sec.  4.  The  school  committee  of  any  town  may,  on  reasonable  notice,  and  a 
hearing  of  the  party,  dismiss  any  teacher  who  shall  refuse  to  conform  to  the  regu- 
lations by  them  made,  or  for  other  just  cause,  and  in  such  case  shall  give  imme- 
diate notice  to  the  trustees  of  the  district. 

Sec.  5.  Every  teacher  in  any  public  school  shall  keep  a  register  of  the  names 
of  all  the  scholars,  attending  said  school,  their  sex,  ages,  names  of  parents  or 
guardians,  the  time  when  each  scholar  enters  and  leaves  the  school,  the  daily 
attendance;  together  with  the  days  of  the  month  on  which  the  school  is  visited 
by  any  officer  connected  with  public  schools,  and  shall  prepare  the  district's 
return  to  the  school  committee  of  the  town. 

Sec.  6.  Every  teacher  shall  aim  to  implant  and  cultivate  in  the  minds  of  all 
children  committed  to  his  care  the  principles  of  morality  and  virtue. 

XII. — Of  Legal  Proceedings  Relating  to  Public  Schools 

Section  1.  Any  person  aggrieved  by  any  decision  or  doings  of  any  school 
committee,  district  meeting,  trustees,  or  in  any  other  matter  arising  under  this 
title,  may  appeal  to  the  commissioner  of  public  schools,  who,  after  notice  to  the 
party  interested  of  the  time  and  place  of  hearing,  shall  examine  and  decide  the 
same  without  cost  to  the  parties  :  Provided,  that  nothing  contained  in  this  sec- 
tion shall  be  construed  to  deprive  such  aggrieved  party  of  any  just  legal  remedy. 

Sec.  2.  The  commissioner  of  public  schools  may,  and  if  requested  on  hearing- 
such  appeal  by  either  party  shall,  lay  a  statement  of  the  facts  of  the  case  before 
the  supreme  court  whose  decision  shall  be  final. 

Sec.  3.  The  commissioner  of  public  schools  may  prescribe,  from  time  to 
time,  rules  regulating  the  time  and  manner  of  making  such  appeals,  and  to  pre- 
vent their  being  made  for  trifling  and  frivolous  causes. 

Sec.  4.  Parties  having  any  matter  of  dispute  between  them  arising  under  this 
title,  may  agree  in  writing  to  submit  the  same  to  the  adjudication  of  said  com- 
missioner, and  his  decision  therein  shall  be  final. 

Sec.  5  If  no  appeal  be  taken  from  a  vote  of  a  district  relating  to  the  ordering 
of  a  tax,  or  from  the  proceedings  of  the  officers  of  the  district  in  assessing  the 
same,  or  if  on  appeal,  such  proceedings  are  confirmed,  the  same  shall  not  again 
be  questioned  before  any  court  of  law  or  magistrate  whatever:  Provided,  that 
this  section  shall  not  be  construed  to  dispense  with  legal  notice  of  the  meeting, 
or  with  the  votes  or  proceedings  being  approved  by  the  school  committee  or 
commissioner  of  public  schools,  whenever  the  same  is  required  by  law. 

Sec.  G.  In  any  civil  suit  before  any  court,  against  any  school  officer,  for  any 
matter  which  might  by  this  chapter  have  been  heard  and  decided  by  the  commis- 
sioner of  public  schools,  no  costs  shall  be  taxed  for  the  plaintiff,  if  the  court  are 
of  opinion  that  such  officer  acted  in  good  faith. 

Sec.  7.     Any  inhabitant  of  a  district,  or  person  liable  to  pay  taxes  therein, 


Present  School  Law,   1876.  113 

may  be  allowed  by  any  court  to  answer  a  suit  brought  therein  against  the  dis- 
trict, on  giving  security  for  costs,  in  such  manner  as  the  court  may  direct. 

Sec.  8.  Whenever  judgment  shall  be  recovered  in  any  court  of  record  against 
any  school  district,  the  court  rendering  judgment  shall  order  a  warrant  to  be 
issued,  if  no  appeal  be  taken,  to  the  assessors  of  taxes  of  the  town  in  which 
such  district  is  situated,  or  in  case  of  a  joint  district,  composed  of  parts  of 
towns,  then  to  one  or  more  of  the  assessors  of  each  town,  with  or  without  des- 
ignating them,  requiring  them  to  assess  upon  the  ratable  property  in  said  district 
a  tax  sufficient  to  pay  the  debts  or  damages,  costs,  interest,  and  a  sum  in  the 
discretion  of  the  court  sufficient  to  defray  the  expenses  of  assessment  and  col- 
lection. Said  assessors  shall,  without  a  new  engagement,  proceed  to  assess  the 
same, .giving  notice  as  in  case  of  other  district  taxes. 

Sec.  9.  Said  warrant  shall  also  contain  a  direction  to  the  collector  of  the 
town,  or  in  case  of  a  joint  district,  then  to  the  collector  of  either  town,  as  the 
court  may  direct,  requiring  him  to  collect  said  tax;  and  said  warrant,  with  the 
assessment  annexed  thereto,  shall  be  a  sufficient  authority  for  the  collector, 
without  a  special  engagement,  to  proceed  and  collect  the  same  with  the  same 
power  as  in  case  of  a  town  tax ;  and  when  collected,  he  shall  pay  over  the  same 
to  the  parties  to  whom  it  may  belong,  and  the  surplus,  if  any,  to  the  district. 
And  the  court  may  require  a  bond  of  the  collector. 

Sec.  10.  Whenever  any  writ,  summons,  or  other  process  shall  issue  against 
any  school  district,  in  any  civil  suit,  the  same  may  be  served  on  the  treasurer  or 
clerk,  and  if  there  are  no  such  officers  to  be  found,  the  officer  charged  with  the 
same  may  post  up  a  certified  copy  thereof  on  the  door  of  the  school-house,  and 
if  there  is  no  school-house,  then  in  some  public  place  in  the  district,  and  the 
same,  when  proved  to  the  satisfaction  of  the  court,  shall  constitute  a  sufficient 
service  thereof. 

Sec.  1L.  The  record  of  the  district  clerk,  that  a  meeting  has  been  duly,  or 
legally,  notified,  shall  he  prima  facie  evidence  that  it  has  been  notified  as  the  law 
requires.  The  clerk  shall  procure,  at  the  expense  of  the  district,  a  suitably 
bound  book  for  keeping  the  record  therein. 

Sec.  12.  The  commissioner  of  public  schools  may,  by  and  with  the  advice 
and  consent  of  the  board  of  education,  remit  all  fines,  penalties  and  forfeitures 
incurred  by  any  town,  district,  or  person  under  any  provisions  of  this  title,  ex- 
cept the  forfeiture  incurred  by  any  town  for  not  raising  its  proportion  of  money. 


XIII. — Of  the  Normal  School,  Teachers'  Institutes   and   Lectures. 

Section  1.  The  normal  school  shall  be  under  the  management  of  the  board 
of  education,  and  the  commissioner  of  public  schools,  as  a  board  of  trustees. 

Sec.  2.  All  applicants  from  the  several  towns  in  the  State  shall  be  admitted 
to  free  tuition  in  said  school,  after  having  passed  such  an  examination  as  maybe 
prescribed  by  the  board  of  trustees,  and  after  having  given  to  such  board  satis- 
factory evidence  of  their  intention  to  teach  in  the  public  schools  of  this  State  for 
at  least  one  year  after  leaving  the  said  school. 

Sec.  3.  Persons  who  shall  have  passed  the  regular  course  of  studies  at  the 
normal  school,  shall,  on  the  written  recommendation  of  the  principal,  receive  a 
diploma,  signed  by  the  trustees  of  the  school. 

8" 


114  ,  Rhode   Island. 

Sec.  4.  The  said  trustees  shall,  by  themselves,  or  by  a  committee  of  their 
board,  examine  all  applicants  to  teach  in  the  public  schools,  and  shall  give  certi- 
ficates to  such  as  arc  found  qualified  to  teach  school. 

Sec  5.  The  trustees  of  the  Normal  School  may  pay  to  each  pupil  who  shall 
reside  within  the  State,  and  not  within  five  miles  of  said  school,  who  shall  have 
been  duly  admitted  thereto,  and  who  shall  have  attended  the  regular  sessions  of 
said  school,  and  complied  with  the  regulations  thereof,  during  the  term  next 
preceding  such  payments,  not  exceeding  ten  dollars,  for  each  quarter  year,  for 
travelling  expenses,  but  such  payments  in  the  aggregate  for  such  travelling  ex- 
penses shall  not  exceed  the  sum  of  fifteen  hundred  dollars  in  any  one  year,  and 
shall  be  made  to  the  respective  pupils  entitled  to  the  same,  in  proportion  to  the 
distance  they  may  reside  from  said  school. 

Sec.  G.  A  sum  not  exceeding  five  hundred  dollars  shall  be  annually  paid  for 
defraying  the  necessary  expenses  and  charges  for  procuring  teachers  and  lecturers 
for  teachers'  institutes,  to  be  holden  under  the  direction  of  the  commissioner  of 
public  schools ;  and  a  like  sum  of  not  exceeding  five  hundred  dollars  shall  be 
annually  paid  for  publishing  and  distributing  some  journal  devoted  to  educational 
interests  published  in  this  State,  among  the  several  school  districts. 

Sec.  7.  The  commissioner  of  public  schools  shall  render  an  annual  account 
to  the  state  auditor,  of  his  expenditures,  under  the  provisions  of  this  chapter, 
with  his  vouchers  therefor. 


XIV. — Of  Truant  Children  and  Absentees  from  School. 

Section  1.  Town  councils  shall  make  needful  provisions  and  arrangements 
concerning  habitual  truants,  and  children  not  attending  school,  or  without  any 
regular  and  lawful  occupation,  or  growing  up  in  ignorance,  between  the  ages  of  six 
and  sixteen  years;  and  also  all  such  ordinances  respecting  such  children  as  shall 
be  deemed  most  conducive  to  their  welfare,  and  to  the  good  order  of  such  town, 
and  may  provide  penalties  for  the  breach  of  any  such  ordinance,  not  exceeding 
twenty  dollars  for  anyone  offence. 

Sec.  2.  Any  such  minor  convicted  under  any  such  ordinance  of  being  an 
habitual  truant,  or  of  not  attending  school,  or  of  being  without  any  lawful  occu- 
pation, or  of  growing  up  in  ignorance,  may,  at  the  discretion  of  the  court  having 
jurisdiction  of  the  case,  instead  of  being  fined,  as  aforesaid,  be  committed  to  any 
institution  of  instruction  or  suitable  situation  provided  for  that  purpose. 

Sec.  3.  Before  any  ordinance's  made  under  the  authority  of  the  next  two  pre- 
ceding sections  hereof  shall  take  effect,  they  shall  be  approved  by  the  commis- 
sioner of  public  schools. 

Sec.  4.  The  several  towns,  availing  themselves  of  the  provisions  of  this 
chapter,  shall  appoint,  at  their  annual  town  meetings,  or  annually,  by  their  town 
councils,  three  or  more  persons,  who  alone  shall  be  authorized  to  make  the  com- 
plaints, in  case  of  violations  of  said  ordinances,  to  the  court  which,  b}^said  ordi- 
nances shall  have  jurisdiction  in  the  matter;  and  said  persons  thus  appointed 
shall  alone  have  authority  to  carry  into  execution  the  judgment  of  such  court. 

Sec.  5.  The  municipal  courts  of  the  cities  of  Providence  and  Newport, 
and  the  justice  courts  of  the  several  towns  of  this  State,  shall  have  jurisdiction 
of  all  cases  arising  under  Chapter  57,  Title  IX.,  of  General  Statutes. 


Present  School  Law,  1876.  115 


Sec  G.  Any  town  council  or  board  of  aldermen  may  designate  the  industrial 
school  in  the  city  of  Providence,  as  the  institution  of  instruction  or  suitable  sit- 
uation provided  for  in  section  2  of  said  chapter. 

Sec.  7.  The  general  treasurer  is  hereby  directed  to  pay  to  the  managers  of 
the  industrial  school  of  the  city  of  Providence,  a  sum  not  exceeding  two  dollars 
per  week  for  the  board,  clothing,  and  instruction  of  children  committed  to  said 
school,  in  accordance  with  the  provisions  of  Chapter  57,  of  the  General  Statutes, 
from  any  town  or  city  in  the  State. 


X7- General  Provision's  Relating  to  Public  Schools. 

Section  1.  No  person  shall  be  excluded  from  any  public  school  in  the  dis- 
trict to  which  such  person  belongs,  if  the  town  is  divided  into  districts,  or  if  not 
so  divided,  from  the  nearest  public  school,  on  account  of  race  or  color,  or  for 
being  over  fifteen  years  of  age,  nor  except  by  force  of  some  general  regulation 
applicable  to  all  persons  under  the  same  circumstances. 

Sec.  2.  Every  school  officer  elected  or  appointed  under  the  provisions  of  this 
title,  except  the  moderator  of  a  district  meeting,  shall  take  an  engagement 
before  some  person  authorized  to  administer  oaths,  to  support  the  constitution 
of  the  United  States,  the  constitution  and  laws  of  this  State,  and  faithfully  to 
discharge  the  duties  of  his  office  so  long  as  he  shall  continue  therein. 

Sec.  3.  The  record  of  the  district  clerk  that  any  district  school  officer  has 
been  duly  engaged,  shall  be  prima  facie  evidence  thereof;  and  no  school  district 
officer  shall  enter  upon  the  duties  of  his  office,  without  taking  an  engagement. 

Sec.  4.  Every  school  officer  elected  or  appointed  under  the  provisions  of 
this  title  shall,  without  a  new  engagement,  hold  his  office  until  the  time  of  the 
next  annual  election  or  appointment  for  such  office,  and  until  his  successor  is 
elected  or  appointed  and  qualified. 

Sec.  5.  Every  officer  who  shall  make  any  false  certificate,  or  appropriate  any 
public  school  money  to  any  purpose  not  authorized  by  law,  or  who  shall  refuse 
for  a  reasonable  charge  to  give  certified  copies  of  any  official  paper,  or  to 
account  or  deliver  to  his  successor,  any  accounts,  papers,  or  money  in  his 
hands,  (or  shall  wilfully  or  knowingly  refuse  to  perform  any  duty  of  his  office,  or 
violate  any  provisions  of  any  law  regulating  public  schools,)  except  where  a 
particular  penalty  may  be  prescribed,  shall  be  fined  not  exceeding  five  hundred 
dollars,  or  be  imprisoned  not  exceeding  six  months,  and  shall  be  liable  to  an 
action  on  the  case  for  damages,  to  be  brought  by  any  person  injured  thereby. 

Sec.  G.  Any  school  receiving  aid  from  the  State,  either  by  direct  grant  or  by 
exemption  from  taxation,  may  be  visited  and  examined  by  the  school  committee 
of  the  town  or  city,  in  which  such  institution  is  situated,  and  by  the  members 
of  the  board  of  education  and  the  commissioner  of  public  schools,  whenever 
they  shall  see  fit. 

Sec.  7.  Whenever  such  school  shall  refuse  to  permit  such  visitation,  when 
requested,  its  exemption  from  taxation  shall  thereafter  cease  and  be  determined. 

Sec.  8.  Every  person  who  shall  keep  any  swine,  in  any  pen  or  other  enclo- 
sure, or  shall  keep,  or  suffer  to  be  kept,  any  other  nuisance,  within  one  hundred 
feet  of  any  district  school-house,  or  within  one  hundred  feet  of  any  fence  en- 
closing the  yard  of  any  such  school-house,  shall  be  fined  twenty  dollars,  one 


116  Rhode  Island. 

half  thereof  to  and  for  the  use  of  the  school  district  in  which  said  oifence  is  com- 
mitted, and  the  other  half  thereof  to  and  for  the  use  of  the  State. 

Sec.  9.  In  the  construction  of  this  title,  except  in  the  construction  of  chap- 
ter fifty-seven  and  the  sixth  and  seventh  sections  of  this  chapter,  the  word  town 
shall  include  the  city  of  Providence  only  so  far  as  to  entitle  said  city  to  a  dis- 
tributive share  in  the  public  money,  upon  making  a  report  to  the  commissioner, 
in  the  same  manner  as  the  school  committees  of  other  towns  are  required  to  do. 

Sec.  10.  The  public  schools  in  said  city  shall  continue,  as  heretofore,  to  be 
governed  according  to  such  ordinances  and  regulations  as  the  proper  city  au- 
thorities may  from  time  to  time  adopt. 

Sec.  11.  Xo  superintendent  or  school  committee  of  any  town,  or  any  other 
person  officially  connected  with  the  government  or  direction  of  the  public  schools, 
shall  receive  any  private  fee, ►gratuity,  donation,  or  compensation  in  any  manner 
whatsoever,  for  promoting  the  sale  or  the  exchange  of  any  school  book,  map  or 
chart,  in  any  public  school. 

Sec.  12.  Xo  person  shall  offer  to  any  public  school  officer  any  fee,  commis- 
sion, or  compensation  whatsoever,  as  an  inducement  to  effect  through  such 
officer  any  sale,  or  promotion  of  sale,  or  exchange,  of  any  school  book,  map, 
chart,  or  school  apparatus ;  and  every  person  violating  any  provisions  of  this 
chapter,  shall  be  fined  not  exceeding  fifty  dollars,  or  be  imprisoned  not  exceed- 
ing thirty  days. 

Sec.  13.  All  the  public  schools  in  the  State,  including  the  State  normal 
school,  shall  be  open  to  the  children  of  officers  and  soldiers  belonging  to  the 
State,  mustered  into  the  service  of  the  United  States,  and  of  those  persons 
belonging  to  the  State,  and  serving  in  the  navy  of  the  United  States,  and  who 
died  in  said  service  during  the  late  rebellion  against  the  authority  of  the  United 
States,  or  who  were  discharged  from  said  service,  in  consequence  of  wounds  or 
disease  contracted  in  said  service,  or  who  were  killed  in  battle,  without  any 
cost  or  expense  for  taxes,  or  other  charges  imposed  for  purposes  of  public 
education. 

XVI. — Of  Factory  and  other  Laborers. 

Section  1.  Xo  minor  under  the  age  of  twelve  years  shall  be  employed  in  or 
about  any  manufacturing  establishment,  in  any  manufacturing  process,  or  in 
any  labor  incident  to  a  manufacturing  process. 

Sec.  2.  Xo  minor  under  the  age  of  fifteen  years,  shall  be  employed  in  any 
manufacturing  establishment  in  this  State,  unless  such  minor  shall  have  attended 
school  for  a  term  of  at  least  three  months  in  the  year  next  preceding  the  time 
when  such  minor  shall  be  so  employed;  and  no  such  minor  shall  be  so  employed 
for  more  than  nine  months  in  any  one  calendar  year. 

Sec.  3.  Xo  minor  who  has  attained  the  age  of  twelve  years,  and  is  under 
the  age  of  fifteen  years,  shall  be  employed  in  any  manufacturing  establishment 
more  than  eleven  hours  in  any  one  day,  nor  before  five  o'clock  in  the  morning, 
nor  after  half-past  seven  o'clock  in  the  evening. 

Sec  4.  Every  owner,  employer,  or  agent  of  a  manufacturing  establishment, 
who  shall  knowingly  and  wilfully  employ  any  minor,  and  every  parent  or  guar- 
dian who  shall  permit  or  consent  to  the  employment  of  his  or  her  minor  child  or 


Present  School  Law,  1876.  117 

ward,  contrary  to  the  provisions  of  the  next  three  preceding  sections  of  this 
chapter,  shall  be  liable  to  a  penalty  of  twenty  dollars  for  each  offence,  to  be  re- 
covered by  complaint  and  warrant  before  the  justice  court  in  the  town  in  which 
such  child  shall  reside,  or  in  which  the  manufacturing  establishment  in  which 
such  child  shall  have  been  employed  shall  be  situated,  one-half  thereof  to  the 
use  of  the  complainant,  and  the  other  half  thereof  to  the  use  of  the  district 
school  of  the  district  in  which  such  manufacturing  establishment  shall  be  sit- 
uated, or.  if  in  the  city  of  Providence,  to  the  use  of  the  public  schools  of  said 
city. 

Sec.  5.  Every  such  complaint  shall  be  commenced  within  thirty  days  after 
the  offence  complained  of  shall  have  been  committed,  with  right  of  appeal  as  in 
other  criminal  cases. 

XVII. — Of  the  Indian  School. 

Section-  1.  The  general  treasurer  shall  annually  pay  to  the  treasurer  of  the 
town  of  Chariest  own  the  sum  of  two  hundred  dollars,  to  be  expended  under  the 
direction  of  some  person  or  persons  to  be  annually  appointed  by  the  governor, 
in  the  support  of  a  school,  and  the  purchase  of  school  books  for  the  members  of 
the  Indian  tribe;  Provided,  that  no  portion  of  said  appropriation  shall  be  ex- 
pended, unless  the  school-house  occupied  by  said  tribe  shall  be  put  and  kept  in 
suitable  repair  by  said  Indian  tribe. 

Sec.  2.  The  person  or  persons  appointed  as  aforesaid  shall,  on  or  before  the 
first  Tuesday  of  May.  annually,  transmit  to  the  governor  an  account  of  the 
expenditure  of  said  money  together  with  a  statement  of  the  condition  of  said 
school. 

Sec.  :;.  No  person  shall  be  employed  to  keep  said  school,  either  as  principal 
or  assistant,  who  has  not  received  a  certificate  of  his  qualifications  to  teach  a 
school  from  the  school  committee  of  the  town  of  Charlestown,  or  other  com- 
petent authority,  in  like  manner  as  is  required  for  teachers  in  other  public 
schools. 

Sec.  4.  In  the  apportionment  of  the  public  money  by  the  commissioner  of 
public  schools  and  by  the  school  committee  of  the  town  of  Charlestown,  the 
Indian  tribe  shall  not  be  included. 


RHODE   ISLAND   STATE   NORMAL   SCHOOL. 

(Compiled  mainly  from  Stone's  Hist.  R.  I.  Inst,  of  Instruction.) 


The  origin  of  the  State  Normal  School  is  to  be  traced,  like  that  of 
many  other  of  our  educational  institutions,  to  the  labors  of  Commis- 
sioner Barnard.  In  the  enumeration  of  the  means  and  agencies  employed 
by  him  in  his  work  throughout  the  State  and  of  the  purposes  he  had  in 
view,  he  says  :  UI  have  aimed  eveiywhere  to  so  set  forth  the  nature, 
necessitj7  and  probable  results  of  a  Normal  School,  as  to  prepare  the 
public  mind  for  some  legislative  action  toward  the  establishment  of  one 
such  school."  Furthermore,  in  the  first  school  act  drawn  up  by  him,  and 
which  was  passed  by  the  House  in  1844,  and  also  in  the  amended  act  of 
1845,  which  became  a  law  in  June  of  that  year,  he  secured  the  insertion 
of  a  clause,  among  the  duties  of  the  commissioner,  which  read  as  fol- 
lows :  u  To  establish  Teachers'  Institutes,  and  one  thorough^  organized 
Normal  School  in  the  State,  where  teachers  and  such  as  propose  to  teach, 
may  become  acquainted  with  the  most  approved  and  successful  methods 
of  arranging  the  studies  and  conducting  the  discipline  and  instruction  of 
public  schools." 

However  willing  the  Assembfv  may  have  been  to  pass  the  law  impos- 
ing such  a  duty  upon  the  commissioner,  they  were  not  ready  to  make  it 
operative  by  the  needed  appropriation.  Repeated  efforts  were  made  by 
Mr.  Barnard,  seconded  by  the  Rhode  Island  Institute  of  Instruction,  the 
school  committees  of  several  towns,  and  others  interested  in  the  welfaie 
of  the  common  schools,  but  all  to  no  purpose,  and  it  seemed  almost  a 
Wk  lost  cause."  The  fact,  however,  that  during  these  years  the  teachers 
of  the  State  had  been  aroused  to  a  sense  of  their  needs,  and  that  a 
''better  way"  had  been  opened  before  tnem,  created  such  a  demand  that 
in  obedience  to  the  universal  law,  that  a  recognized  want  will  always  be 


Normal   School.  119 

met  with  a  supply,  Brown  University,  at  the  time  of  its  reorganization 
in  1850,  incorporated  in  its  course  a  Normal  Department,  or  Professor- 
ship of  Didactics. 

This  department  was  designed  to  do  the  work  of  a  Normal  School, 
and  in  1851,  Samuel  S.  Greene,  Esq.,  then  recently  elected  superintend- 
ent of  public  schools  in  Providence,  was  permitted  by  vote  of  the  school 
committee,  to  accept  the  professorship  of  the  same  in  connection  with 
his  duties  due  to  the  city.  But  however  gratifying  were  the  fruits  of  this 
arrangement,  it  soon  became  clear  that  to  secure  the  best  results  of  a 
Normal  Institution, — to  make  its  work  reach  further  and  accomplish  more 
than  the  Didactic  Department  of  the  University  was  able  to  do,  it  must 
be  popularized,  and  to  popularize  it,  the  Institution  must  stand  in  close 
relations  with  the  schools  for  which  its  labors  were  to  be  performed. 

With  this  conviction,  a  Normal  School  was  opened  in  Providence, 
October  24,  1852,  as  a  private  enterprise,  by  Messrs.  Samuel  S.  Greene, 
William  Russell,  Dana  P.  Colburn  and  Arnold  Guyot ;  and  Mr.  Greene 
having  resigned  the  Professorship  of  Didaetu  s  in  the  University,  was 
permitted  by  the  school  committae  to  devote  a  portion  of  his  time  to  this 
school.  During  two  sessions  of  five  months  each  it  was  attended  by  a 
large  class  of  pupils  wishing  to  prepare  themselves  for  teaching,  and  did 
much  to  extend  an  interest  in  Normal  instruction.  But  to  give  it  the 
assurance  of  permanency,  municipal  or  State  sanction  and  control  were 
necessary. 

At  this  juncture  the  school  committee  of  Providence  took  up  the  sub- 
ject, looking  to  the  establishing  of  such  a  school  for  its  own  teachers, 
and  at  a  special  meeting,  December  20,  1853,  a  committee,  consisting  of 
Theodore  Cook,  Edwin  M.  Stone,  William  Gammell,  Amos  I).  Smith, 
and  Gamaliel  L.  Dwight,  was  appointed  to  consider  the  plan,  and  report 
at  a  subsequent  meeting.  This  they  did  January  13,  1854,  and  pre- 
sented the  following  resolution,  which  was  adopted  : 

Besolved,  That  in  the  opinion  of  this  committee,  the  time  has  arrived  when  a 
Normal  School  for  the  education  of  teachers  should  be  added  to  our  system  of 
public  instruction,  and  that  it  be  recommended  to  the  City  Council  to  establish 
such  a  school,  either  separately,  for  the  exclusive  benefit  of  the  city,  or  in  con- 
nection with  the  government  of  the  State  of  Rhode  Island,  for  the  joint  benefit 
of  the  city  and  the  State,  as  in  their  wisdom  they  may  deem  best. 

In  accordance  with  this  resolution,  a  code  of  rules  and  regulations  was 
drawn  up  and  adopted,  and  the  committee  of  qualifications  was  author- 
ized to  open  the  school  at  such  time  as  it  should  deem  expedient.  The 
city  council  made  the  required  appropriation,  and  everything   seemed  in 


120  Rhode  Island. 

readiness  for  continuing  the  school  on  a  new  basis.  This  movement  of 
the  city  may  have  hastened  the  action  of  the  State,  for,  at  the  May  ses- 
sion of  the  General  Assembly,  an  act  was  passed  establishing  a  State 
Normal  School,  and  $3,000  were  appropriated  for  its  support.  Although 
the  city  left  the  field  to  be  occupied  exclusively  by  the  State,  the  school 
committee  showed  its  cordial  approval  of  what  had  been  done,  by  author- 
izing Professor  Greene  to  give  a  daily  lecture  to  the  school  on  the 
English  language,  and  on  the  government  and  organization  of  the  differ- 
ent grades  of  schools,  for  which  service  he  was  allowed  to  receive  such 
compensation  as  might  be  agreed  upon  between  himself  and  the  State 
authorities. 

On  the  29th  of  May,  1854,  the  school  was  inaugurated  with  appro- 
priate ceremonies,  in  the  presence  of  Governor  Hoppin  and  a  large  assem- 
blage of  the  friends  of  the  institution.  An  earnest  congratulatory 
address  was  made  by  the  governor.  The  inaugural  address  was  delivered 
by  Commissioner  Potter,  in  which  he  treated  of  the  province  of  a  Nor- 
mal School,  what  might,  and  what  might  not  be  rightly  expected  of  it. 
He  spoke  of  the  difficulties  it  would  have  to  contend  with,  and  touched 
upon  manners  as  an  essential  feature  of  the  school-room,  and  of  moral 
instruction  as  a  vital  element  in  the  system  of  education. 

Thus,  after  nine  years  of  anxious  waiting  on  the  part  of  the  Rhode 
Island  Institute  of  Instruction  lor  the  germination  of  the  seed  thought, 
sown  by  Mr.  Barnard,  the  Normal  School  came  into  being,  to  fill  an  un- 
occupied place,  and  to  elevate  the  standard  of  teachers'  qualifications. 
Of  this  school  Mr.  Dana  P.  Colburn  was  appointed  principal,  and  Mr. 
Arthur  Sumner,  assistant,  the  former  at  an  annual  salary  of  $1,200,  and 
the  latter  at  $750. 

The  school  was  continued  at  Providence  with  flattering  success  until 
the  fall  of  1858,  when  it  was  removed  to  Bristol,  in  response  to  an  offer 
made  by  the  citizens  of  that  town,  to  provide  ample  accommodations  for 
its  use,  free  of  expense  to  the  State.  In  December,  1859.  the  school 
was  suddenly  deprived  of  its  able  and  successful  head  by  an  accident 
which  resulted  in  his  instant  death.  Mr.  Colburn's  decease  was  a  great 
blow  to  the  school  as  well  as  to  the  State,  which  had  just  begun  to  feel 
the  effects  of  his  formative  work  in  her  schools. 

The  vacancy  thus  created  was  filled  by  the  appointment  of  Mr.  Joshua 
Kendall,  of  Meadville,  Pa.  Mr.  Kendall  brought  to  his  new  and  some- 
what difficult  position  a  thoroughly  1  rained  mind,  scholarly  attainments, 
a  high  ideal  of  intellectual  and  moral  culture,  and  an  ardent  devotion  to 
his  work.  His  services  were  justly  appreciated  by  the  board  of  trustees, 
who  gave  him  their  hearty  cooperation.     He  continued  in  the   successful 


Normal  School.  121 

discharge  of  his  duties  until  April,  18G4,  when  he  resigned  and  removed 
to  Cambridge,  Mass.  The  female  assistants  in  the  school  from  1855  to 
1865,  were  Misses  Harriet  W.  Goodwin,  E.  T.  Brown,  A.  F.  Saunders, 
Ellen  R.  Luther,  and  Ellen  G.  LeGro.  The  school  was  continued 
upwards  of  a  year  after  Mr.  Kendall's  resignation,  under  the  charge  of  a 
female  principal,  but  the  location  having  proved  unfavorable  to  its  con- 
tinued prosperity,  it  was  suspended  July  3,  1865. 

The  friends  of  a  Normal  School  were  not  discouraged  by  this  event, 
but  were  the  rather  encouraged  to  persevere  in  their  efforts  to  secure 
its  reestablishment  in  the  city  of  Providence.  Several  plans  were  brought 
forward  for  a  number  of  years,  but  no  one  of  them  was  able  to  unite 
a  sufficient  number  of  the  advocates  of  the  school  till  1871,  when  a  bill 
was  introduced  into  the  Assembly  at  its  January  session,  providing  for 
the  establishment  of  a  Normal  School,  under  the  control  and  direction 
of  the  Board  of  Education  acting  as  trustees.  This  proposition  met 
with  general  favor,  and  it  was  carried  through  both  houses  with  but  very 
little  opposition.  A  liberal  appropriation  was  made,  in  order  to  enable 
the  trustees  to  inaugurate  the  school  on  the  most  effective  basis,  and  eveiy 
disposition  was  manifested  to  give  the  system  a  fair  trial  and  to  provide 
for  it  a  permanent  home,  so  soon  as  it  should  demonstrate  its  worthiness 
of  such  an  honor.  And  the  same  feeling  has  been  displayed  up  to  the 
present  time,  there  being  now  an  unexpended  appropriation  providing 
for  the  purchase  of  a  site  and  building,  so  soon  as  the  present  occupants 
shall  be  ready  to  give  possession. 

The  school  was  opened  September  6th,  1871,  in  Normal  Hall,  formerly 
the  High  Street  Congregational  Church,  in  the  city  of  Providence,  with 
impressive  services.  Governor  Padelford  delivered  the  inaugural  address, 
in  the  presence  of  an  audience  that  filled  the  hall  to  its  full  capacit}*. 
Of  the  school  thus  revived,  J.  C.  Greenough,  A.  B.,  an  instructor  of  ex- 
perience from  the  Normal  School  at  Westlield,  Mass.,  was  appointed 
principal.  The  school  began  with  a  large  number  of  pupils,  and  has 
since  continued  in  a  highly  prosperous  condition.  From  the  opening  in 
September,  1871,  to  January,  1876,  524  have  been  registered,  and  184 
have  graduated. 

As  now  organized  the  school  is  prepared  to  do  the  most  thorough  and 
effective  work.  The  course  of  study  is  comprehensive  and  carefully 
adjusted  to  the  capacities  and  acquirements  of  the  pupils,  as  well  as  to 
the  end  for  which  the  school  has  been  established,  so  that  the  State  may 
be  confident  that  the  school  furnishes  the  facilities  for  imparting  as  good 
Normal  instruction  as  any  similar  institution  in  the  countiy. 

The  present  corps  of  instructors  is  as  follows  :  J.  C.  Greenough,  A.  B., 


122  Khode  Island.  * 

Principal;  Susan  C.  Bancroft,  Mary  L.  Jewett,  Sarah  Marble,  Ida  M. 
Gardner  ;  Charles  H.  Gates,  teacher  of  French  ;  E.  C.  Davis,  teacher  of 
Penmanship.  Lecturers  :  Prof.  George  I.  Chace,  LL.  D.,  Moral  Science  ; 
Prof.  S.  S.  Greene,  LL.  D.,  Language;  Prof.  J.  Lewis  Diraan,  D.  D., 
Mediaeval  and  English  History  ;  Prof.  E.  VV.  Blake,  A.M.,  Physiology  ; 
Prof.   B.  F.  Clarke,  A.  M.,  Mathematics. 


RHODE    ISLAND    INSTITUTE    OF    INSTRUCTION. 

(1845—1876.) 
(Compiled  from  Stone's  History,  R.  I.  I.  of  I ) 


111  the  latter  part  of  the  year  1844,  at  the  suggestion  of  Henry 
Barnard,  Commissioner  of  Public  Schools,  Mr.  Amos  Perry,  then  Princi- 
pal of  the  Summer  Street  Grammar  School,  in  Providence,  made 
arrangements  for  a  meeting  of  teachers  and  the  friends  of  education  to 
be  held  in  the  City  Council  chamber,  to  consider  the  subject  of  organ- 
izing an  association,  whose  object  should  be  to  awaken  among  the  people 
a  broader  and  deeper  interest  in  public  schools,  and  at  the  same  time 
lend  its  support  to  Mr.  Barnard  in  his  work  as  State  Commissioner. 
The  meeting  was  held  according  to  previous  notice,  at  which  Nathan 
Bishop,  Esq.,  Superintendent  of  Public  Schools  in  Providence,  presided. 
Twenty-five  or  thirty  teachers,  most  of  them  engaged  in  the  public 
schools,  and  a  few  other  persons  were  present.  Mr.  Barnard  being 
unable  to  attend  in  consequense  of  severe  indisposition,  Mr.  Perry 
explained  the  object  of  the  meeting,  stating,  in  substance,  Mr.  Barnard's 
views  and  wishes.  After  a  free  interchange  of  opinions,  during  which 
several  gentlemen  manifested  a  want  of  faith  in  associate  action,  a  com- 
mittee was  appointed  to  consider  the  expediency  of  forming  a  State 
Educational  Association,  and  to  take  such  measures  for  that  object  as 
they  should  deem  expedient.  This  committee  consisted  of  John  Kings- 
bury, Nathan  Bishop,  Amos  Perry,  Henry  Day,  and  John  J.  Stimson. 

The  representative  character  of  the  committee  will  be  noted.  All  of 
them  were  identified  with  the  cause  of  education.  One  member  was  at  the 
head  of  a  private  school ;  one  Superintendent  of  the  Public  Schools  ; 
one    at  the  head  of  a  Grammar  school ;  one  the  senior  teacher  in  the 


124  Rhode  Island. 

high  school,  and  one  an  influential  member  of  the  School  Committee. 
The  several  meetings  of  this  committee  were  held  in  the  office  of  the 
Superintendent  of  Public  Schools.  After  deliberately  considering  the 
question,  shall  we  have  an  Association  ?  it  was  agreed  that  the  enterprise 
should  go  forward,  and  the  foundation  of  the  Institute  was  laid. 

The  Association  adopted  the  name  of  the  eldest  educational  associa- 
tion of  the  country,  with  a  view  of  indicating,  on  a  restricted  scale,  s  its 
general  policy  and  mode  of  action.  The  two  associations  were  alike  in 
their  general  outlines,  though  different  in  their  sphere  of  action.  One 
belonged  to  New  England,  or  the  nation,  and  the  other  to  the  little 
State  of  Rhode  Island.  While  teachers  naturally  took  a  leading  part  in 
the  deliberations  of  the  Institute,  all  friends  of  education  without 
regard  to  profession  or  calling,  were  invited  to  co-operate  for  the  com- 
mon cause  and  to  share  the  honors  and  responsibilities  of  membership. 
Exclusiveness  and  clannishness  were  foreign  to  its  spirit  and  object.  A 
free  and  cordial  intercourse  between  different  classes  and  professions 
was  invited  and  encouraged,  with  a  view  to  breaking  down  partition 
walls  and  introducing  life  and   light  to   the  dark  chambers  of  the  mind. 

The  second  meeting  was  held  in  the  State  House  in  Providence, 
January  21,  1845,  when  the  committee  to  whom  the  whole  subject  had 
been  committed,  made  a  report.  This  report,  after  being  discussed, 
was  referred  to  a  committee  of  which  Mr.  Barnard  was  chairman,  with 
instructions  to  present  a  constitution  at  an  adjourned  meeting.  This 
meeting,  at  which  Hon.  Wilkins  Updike,  of  South  Kingstown,  presided, 
was  held  in  Westminster  Hall  on  the  evening  of  January  25,  1845, 
when  the  constitution,  prepared  by  Mr.  Barnard,  was  reported  and 
adopted.  At  an  adjourned  meeting  held  in  the  vestry  of  the  First 
Baptist  Church,  on  the  28th  of  January,  the  organization  of  the  Institute 
was  completed  by  the  choice  of  the  following  officers  :  President,  John 
Kingsbury,  Providence.  Vice  Presidents,  Wilkins  Updike,  South  Kings- 
town ;  Ariel  Ballon,  Wocnsocket.  Corresponding  Secretary,  Nathan 
Bishop,  Providence.  Recording  Secretary,  Joshua  1).  Giddings,  Provi- 
dence Treasurer,  Thomas  C.  Hartshorn,  Providence.  Directors, 
William  Gammell,  Providence;  Amos  Perry,  Providence;  Caleb 
Farnum,  Providence  :  Joseph  T.  Sisson,  North  Providence  ;  J.  T.  Hark- 
ness,  Smithfield  ;  J.  B.  Tallman,  Cumberland  ;  L.  W.  Ballon,  Cumber- 
land ;  J.  S.  Tourtellott,  Glocester  ;   Samuel  Greene,  Smithfield. 

During  the  first  year  of  the  Institute,  spirited  meetings  under  its 
auspices  were  held  in  Providence,  Newport,  Bristol,  Warren.  Woon- 
socket,  East  Greenwich,  Valley  Falls,  Chepachet,  Olneyville,  Scituate, 
Iruit  Hill,  Pawtuxet,  Foster  and  Kingston. 


Institute  of  Instruction.  125 

The  number  and  location  of  these  different  places  reveal  the  thorough- 
ness with  which  the  Institute  entered  upon  its  work.  Its  aim  was  to 
reach  ever}'  section  of  the  State,  and  to  infuse  new  life  and  new  princi- 
ples into  the  currents  of  public  opinion.  In  pursuance  of  this  plan  it 
continued  its  local  meetings  more  or  less  frequently  each  year  till  after 
the  inauguration  by  the  Commissioner  of  Public  Schools  in  1870  of 
local  institutes  under  State  patronage.  Since  that  time  it  has  held  but 
one  meeting  yeaiTy — the  annual  in  January.  Of  the  results  of  its  labors 
for  the  first  year,  the  President  at  the  first  annual  meeting,  January 
15,  1846,  said: 

''  Through  tins  Association,  and  county  societies  of  a  similar  nature,  a  vast 
amount  of  voluntary  labor,  in  this  cause,  has  been  performed ;  and.  apparently, 
a  very  deep  public  interest  has  been  created.  By  these  means,  united  with  legis- 
lative action,  a  train  of  measures  has  been  put  in  motion  which  already  indicate 
a  great  improvement  in  the  public  mind — a  train,  winch,  if  not  prematurely 
interrupted,  will  ultimately,  and  at  no  distant  period,  raise  the  public  schools  of 
this  State  to  the  highest  rank  among  the  means  of  popular  education.  It  is  not 
too  much  to  say,  that  probably  no  State  in  the  Union  has  made  greater  progress 
in  the  same  space  of  time." 

In  1845,  the  Institute  appointed  Mr.  William  S.  Baker,  of  South  Kings- 
town, to  act  as  its  agent  to  carry  forward  the  work  and  promote  the 
objects  it  had  in  view.  Mr.  Baker's  experience  as  a  teacher,  his  single- 
ness of  purpose,  and  his  devotion  to  the  cause  of  popular  education, 
qualified  him  pre-eminently  for  the  service  assigned  him.  He  entered 
heartily  into  the  work,  and  became  an  invaluable  coadjutor  of  the  State 
Commissioner.  Under  the  direction  of  a  committee  of  the  Institute, 
he  traveled  from  town  to  town  ;  conversed  with  the  people  in  their 
homes,  in  the  field,  and  in  the  workshop  :  visited  the  schools  ;  held 
meetings  of  the  parents  ;  ami  in  every  other  practicable  mode  endeavored 
to  awaken  an  interest  in  educational  improvement.  The  services  he 
rendere 1  were  of  immense  advantage,  and  his  name  will  ever  be  held  in 
honor  among  the  friends  of  public  schools. 

Another  instrumentality  employed  by  the  Institute  to  accomplish  the 
the  work  of  disseminating  advanced  views  on  education  was  that  of  the 
press.  Arrangements  were  made  for  the  publication  of  a  serial  called 
the  Journal  of  the  Rhode  Island  Institute  of  Instruct>on,  which 
should  contain  full  accounts  of  the  proceedings  of  the  various  sessions 
of  the  Institute,  including  the  papers  read  and  the  accompanying  dis- 
cussions so  far  as  it  was  possible.  These  volumes  were  distributed  as 
widely  as  the  society  were  able  to  do  so  with  the  limited  means  at  their 
disposal. 


126  Rhode  Island. 

In  1856,  Mr.  Kingsbury  declined  re-election  as  President  of  the  Institute, 
and  Prof.  Samuel  S.  Greene,  of  Brown  University,  was  elected  to  the 
office,  and  held  it  four  years.  Professor  Greene  retired  from  the  presid- 
ency of  the  Institute  in  1860.  The  successive  incumbents  to  January, 
1876,  have  been  John  J.  Ladd,  William  A.  Mowry,  Thomas  W.  Bicknell, 
Noble  W.  DeMunn,  James  T.  Edwards,  Albert  J.  Manchester,  Merrick 
Lyon,  Isaac  F.  Cady  and  David  W.  Hoyt. 

Reference  has  already  been  made  to  the  publication  of  the  Journal 
of  the  Institute.  This  continued  to  be  published  till  Mr.  Barnard's 
retirement,  when  it  was  given  up.  Under  the  administration  of  Commis- 
sioner Potter,  a  new  enterprise  was  started,  called  the  ffliode  Island 
Educational  JSlagazine.  This  survived  for  two  years,  being  sustained  by 
gratuitous  contributions  from  various  friends  of  education  in  the  State. 
In  1855,  a  third  educational  magazine  was  star;ed,  and  one  which,  with 
the  exception  of  one  short  interim,  continued  to  be  published  for  twenty 
years.  This  journal  was  the  Rhode  Island  Schoolmaster,  in  whose  welfare 
the  Institute  ever  took  the  deepest  interest.  At  the  January  meeting  in 
1856,  it  was  voted  to  appoint  a  corresponding  committee.  In  1860,  the 
Schoolmaster  was  made  the  official  organ  of  the  Institute,  and  a  Board  of 
Editors  was  appointed.  This  mutual  relation  existed  till  December, 
1874,  when  by  vote  of  the  Institute  it  was  decided  to  unite  with  the 
other  New  England  States  in  the  establishment  of  a  New  England 
Journal  of  Education,  and  to  transfer  the  good  will  of  the  Schodmaster 
to  said  journal. 

At  the  time  of  its  organization  the  conditions  of  membership  were 
signing  the  constitution  and  the  payment  of  some  fee  to  the  treasurer, 
the  amount  being  left  optional  with  the  individual.  In  January,  1853, 
an  amendment  to  the  constitution  repealed  the  provision  requiring  the 
pavment  of  any  fee  for  membership.  This  left  signing  the  constitution 
as  the  only  condition  of  membership,  which  soon  resulted  in  a  virtual 
abandonment  of  any  recognized  distinction  between  members  and  those 
who  were  not.  This  continued  till  January,  1872,  when  an  amendment 
to  the  constitution  was  voted,  making  membership  dependent  upon  the 
payment  of  an  annual  tax  ;  one  dollar  for  gentlemen  and  fifty  cents  for 
ladies. 

Any  sketch  of  the  Institute  would  be  incomplete  without  a  reference 
to  the  influence  of  the  annual  and  subsidiary  meetings  of  the  Institute 
in  multiplying  friends  to  the  cause  of  popular  education,  and  in  strength- 
ening its  hold  upon  the  public  mind.  This  is  made  evident  by  the  in- 
creased attendance  upon  its  meetings,  as  well  as  by  the   high  character 


Institute  of  Instruction.  127 

of  the  citizens  who  extended  to  them  their  cordial  support.  This  lias 
been  a  more  distinctly  marked  feature  within  the  last  fourteen  years.  Up 
to  that  lime,  with  few  exceptions,  and  those  were  evenings  when  a  pop- 
ular speaker  from  abroad  addressed  the  Institute,  the  vestry  of  a  church 
had  furnished  all  needed  accommodations.  But  year  by  year  the  circle  of 
interest  widened  until  in  1870  it  became  necessary  to  transfer  the  annual 
meetings  to  Roger  Williams  Hall,  capable  of  seating  sixteen  hundred 
people.  A  single  year  demonstrated  that  even  this  Flail  was  of  too  lim- 
ited dimensions,  and  in  1872,  for  this  reason,  the  evening  exercises  were 
held  in  Music  Hall,  the  largest  audience  room  in  Providence,  if  not  in 
the  State.  The  annual  meetings  of  subsequent  years,  held  in  this  latter 
hall,  have  been  preeminentl}*  distinguished  for  numbers  and  enthusiasm. 
Such  gatherings  of  teachers  and  the  friends  of  education  were  never  before 
seen  in  Rhode  Island,  if  indeed,  in  any  part  of  the  United  States.  At 
the  evening  sessions,  each  year,  not  less  than  three  thousand  persons 
have  been  present. 

In  reviewing  the  work  of  the  Institute  a  glance  at  the  records  of  more 
than  one  hundred  meetings,  held  in  various  parts  of  the  State  shows 
that  the  Institute  not  only  commenced  its  labors  with  the  advocacy  of  a 
Normal  School,  but  has  led  public  opinion  in  eveiy  movement  originated 
for  the  improvement  of  the  public  school  system.  It  early  encouraged 
the  formation  of  Town  and  District  Libraries,  the  introduction  of  Music 
into  the  public  schools  as  an  important  element  of  culture,  the  establish- 
ing of  a  Board  of  Education,  -k  by  the  aid  of  which  the  public  schools 
would  be  safe  from  the  influences  of  politics  and  the  evils  of  sectarian 
prejudices,"  and  the  opening  of  Evcuitaj  Schools  in  our  manufacturing 
villages,  to  meet  an  imperative  want  of  the  operative  population.  The 
lecturers  included  man}*  of  the  ablest  educators  in  our  country, 
while  the  range  of  topics  considered  at  these  meetings  evinced  a  breadth 
of  view  not  elsewhere  surpassed,  and  touched  upon  every  point  vital  to 
the  advancement  of  our  schools. 

The  officers  for  the  current  year  are:  President,  David  W. 
Hoyt,  Providence.  Recording  Secretary,  George  W.  Cole,  Pawtucket. 
Corresponding  Secretary,  Frederic  W.  Wing,  Olneyville.  Treasurer, 
Benjamin  V.  Gallup,  Providence.  Vice  Presidents,  Rev.  Daniel  Leach, 
T.  B.  Stockweli,  J.  C.  Greenough,  Rev.  E.  M.  Stone,  L.  AY.  Russell,  J. 
M.  Hall,  E.  II.  Howard,  J.  M.  Sawin,  J.  M.  Potter,  Ellen  M.  Haskell, 
Sarah  Dean,  B.  W.  Hood,  G.  E.  Church,  Rev.  J.  M.  Brewster,  Provi- 
dence ;  F.  W.  Tilton,  T.  II.  Clarke,  Miss  II.  M.  Hunt,  Newport;  J. 
Eastman,  East  Greenwich;  R.  S.  Andrews,  Bristol;  J.  M'E.  Drake, 
Westerly  ;  Lysander  Flagg,  Julia  LeFavor,  Lincoln  ;  Rev.  C.  J.  White, 


128  Rhode  Island. 

Woon  socket ;  Anna  C  Boyd,  Portsmouth.  Auditing  Committee,  O.  B. 
Grant,  Providence;  L.  A.  Freeman,  Watchemoket ;  D.  R.  Adams,  Cen- 
treville.  Directois,  Merrick  Lyon,  Win.  A.  Mowry,  A.  J.  Manchester, 
Sarah  E.  Doyle,  Emory  Lyon,  Alonzo  Williams,  G.  E.  Whittemore, 
Providence;  I.  F.  Cady,  Barrington  ;  H.  W.  Clarke,  Newport;  A.  W. 
Brown,  New  Shoreham ;  Thomas  Irons,  Glocester ;  A.  C.  Robbins, 
M.  II.  Way,  Miss  S.  F.  Bryant,  D.  R.  Adams,  Woonsocket ;  J.  Q. 
Adams,  Natick  ;  W.  E.  Tolman,  J.  F.  Kent,  X.  D.  Tingley,  Pawtucket ; 
Mrs.  C.  J.  Barker,  Tiverton;  II.  A.  Wood,  Warwick;  Rev.  F.  D. 
Blakeslee,  East  Greenwich  ;  J.  M.  Nye,  Crompton. 


A     CONCISE      HISTORY 


RISE    AND    PROGRESS 


PUBLIC     SCHOOLS 


}?m  Ci¥y  otf  f^ovrB^c^. 


By  EDWIX    MARTIN    STOXE. 


P  11  E  FACE 


The  rise  and  progress  of  public  free  schools  in  Providence  is  one  of  the  most 
interesting  and  important  features  in  its  history,  and  the  centennial  year,  so 
replete  with  patriotic  memories,  is  a  period  eminently  appropriate  in  which  to 
place  its  educational  story  on  record.  In  doing  this  the  author  has  deemed  it 
proper  to  bring  into  view  the  action  of  the  town  as  early  as  1GC>8,  and  also  the 
efforts  of  men  on  behalf  ot  the  common  schools,  whose  enlarged  ideas  placed 
them  in  advance  of  the  popular  sentiment  of  the  time.  Their  disinterested 
labors,  though  not  immediately  successful,  prepared  the  way  for  the  success  of 
others  who  took  up  the  work  where  they  left  it,  and  have  secured  for  them  an 
honored  place  among  public  benefactors. 

In  preparing  this  history,  free  use  has  been  made  of  the  manuscript  records 
and  printed  reports  of  the  school  committee,  and  of  the  reports  of  the  superin- 
tendent of  public  schools;  of  Barnard's  reports  to  the  General  Assembly  of  the 
State  of  Rhode  Island;  of  Staples'  Annals  of  Providence;  and  of  the  author's 
various  publications.  To  the  materials  drawn  from  these  sources,  has  been 
added  whatever  could  be  elsewhere  gleaned. 

In  accordance  with  the  plan  of  the  volume,  to  which  this  history  is  a  contri- 
bution, the  narrative  here  given  is  necessarily  concise.  It  is  believed,  however, 
that  no  facts  material  to  a  correct  exhibit  of  the  past  and  present  condition  of 
the  public  schools  of  this  city,  have  been  omitted.  If  what  is  here  written  shall 
in  any  degree  serve  to  quicken  the  public  mind  in  a  cause  with  which  the  highest 
interests  of  the  State  are  vitally  connected,  the  author's  sole  desire  will  be 
realized. 

Providence,  April.  187G. 


INTRODUCTION 

(103G— 17G5.) 


The  period  between  163G,  when  Roger  Williams  and  five  companions 
crossed  the  Seekonk  river  and  commenced  the  settlement  of  Providence, 
until  1676,  when  the  town  was  nearly  destroyed  by  the  Indians,  was 
unfavorable  for  the  encouragement  of  schools  The  people  were  poor, 
and  were  constantly  harrassed  with  difficulties.  It  was  only  by  a  mighty 
effort  that  they  were  able  to  save  themselves  from  being  absorbed  by 
neighboring  colonies,  and  secure  an  independent,  chartered  existence. 
The  powerful  aboriginal  tribes  in  their  immediate  neighborhood,  whose 
enmity  would  have  been  fatal  to  the  young  settlement,  were  to  be  pro- 
pitiated, and  danger  from  those  quarters  warded  off.  To  satisfactorily 
allot  to  original  proprietors  the  territory  purchased  by  their  leader,  and 
to  provide  for  new-comers,  as  the}'  were  admitted  to  the  rights  and 
privileges  of  the  little  commonwealth  ;  to  build  their  homes,  clear  up 
the  forests,  plant  their  fields,  and  settle  for  themselves  an  efficient  form 
of  government;  to  counteract  unpropitious  influences  acting  upon  them 
from  without,  and  to  settle  perplexing  questions  constantly  rising 
within  ;  to  do  all  this,  filled  the  years  with  an  activity  which  left  little 
time  to  devote  to  other  matters,  weighty  even  as  the  cause  of  educa- 
tion. Had  the  town  been  settled  under  circumstances  as  propitious  as 
those  which  marked  the  settlement  of  Salem,  Boston  and  New  Haven  ; 
could  the  little  band  of  Refugees  have  brought  with  them  the  two  essen- 
tial elements  of  a  high  civilization,  the  organized  Church  and  the  School- 
master, Providence  would  early,  doubtless,  have  compared  favorably  in 
culture  with  these  several  towns. 

It  is  not  to  be  assumed,  however,  that  the  people  here  were  indifferent 
to  the  education  of  their  children.  There  is  reason  for  the  belief  that 
the  educational  wants  of  the  young   were,  to  a  limited  extent,  provided 


132  Providence. 

lor  by  home  instruction,  or  by  a  Dame  school.  At  the  time  Providence 
was  burned  in  1676.  the  town  comprised,  probably,  less  than  sixty 
families,  and  such  provision  would  answer  the  immediate  needs  of  the 
small  number  of  children  then  to  be  cared  for.  Mr.  Williams  was  a 
man  of  liberal  education,  and  as  such,  could  not  have  been  insensible  to 
the  importance  of  the  school  as  giving  character  to  his  cherished  town, 
but  "  the  pressing  demands  upon  his  time  and  services  in  adjusting 
local  vexations  and  in  serving  the  welfare  of  a  neighboring  Colony,  put 
it  out  of  his  power  to  give  thought  to  any  plan  for  establishing  a 
system  of  popular  education." 

All  this  being  true,  it  is  nevertheless  clearly  evident  that  schools  had 
a  place  in  the  thoughts  and  intentions  of  the  people,  which  only  waited 
a  favorable  season  for  expression.  Twent}'  seven  years  from  the  settle- 
ment of  the  town,  the  favorable  season  came.  In  May,  1663,  the 
proprietors  in  public  assembly,  set  apart  kt  one  hundred  acres  of  upland, 
and  six  acres  of  meadow,  (or  lowland  to  the  quantity  of  eight  acres  in 
lieu  of  meadow,")  to  be  reserved  for  the  maintenance  of  a  school,  and 
to  '•  be  called  by  the  name  of  the  School  Lands  of  Providence." 

What  occurred  during  the  next  twenty  years  in  the  way  of  encourag- 
ing a  school,  the  town  records  do  not  show.  It  is  probable,  however, 
that  the  children  were  taught  by  one  or  the  other  of  the  methods  already 
mentioned.  In  1684,  a  professional  schoolmaster  first  comes  to  view. 
This  was  William  Tnrpin,  who  wrote  an  excellent  hand,  and  appears 
in  other  respects  to  have  been  well  qualified  for  the  duties  of  his  office. 
What  year  he  arrived  in  Providence,  or  from  whence  he  came,  is  not 
known.  There  is  ground  for  the  belief  that  he  exercised  the  vocation 
of  a  pedagogue  previous  to  the  year  above  named.  The  first  record 
found  ot  him  in  this  character,  is  dated  June  11th,  1684.  It  is  an 
agreement  drawn  up  between  himself  and  William  Hawkins  and  his 
wife  Lydia,  in  which  lie  covenants  to  instruct  Peregrine  Gardner,  (pro- 
bably a  son  of  Mrs.  Hawkins  by  a  former  husband,)  in  reading  and 
writing  for  the  term  of  one  year.  His  compensation  for  this  service 
was  to  be  six  pounds;  fortj*  shillings  of  which  was  to  be  paid  in  beef 
and  pork,  the  former  at  three-pence-half-penn}',  and  the  latter  at  two- 
pence per  lb. ;  twenty  shillings  in  corn,  at  two  shillings  per  bushel,  and 
the  balance  in  silver  money.  Of  such  a  compensation  no  one  could 
have  complained  as  being  exhorbitant,  while  the  mode  of  payment  must 
have  been  entirely  satisfactory7  at  a  time  when  to  "  pa}'  in  kind  "  was 
more  convenient  for  debtors  than  to  liquidate  their  obligations  in  silver 
and  gold. 

It  appears  by  a  communication   addressed  to  the  town   in  January, 


Introduction.  133 

following  the  above  named  agreement,  that  Mr.  Turpi n  was  induced  to 
select  Providence  as  the  field  of  his  usefulness  as  a  teacher,  by  the  encour- 
agement which  the  grant  of  land  for  the  maintenance  of  a  school  held  out. 
In  this  communication  he  styles  himself  "  schoolmaster  of  the  said 
town,"  and  desires  "  that  the  aforesaid  land  may  be  forthwith  laid  out, 
according  to  the  said  order  or  grant,"  and  that  he  or  his  heirs  "  may  be 
invested  in  said  laud  so  long  as  he  or  an}'  of  them,  shall  maintain  that 
worthy  art  of  learning  "  What  action,  if  any,  was  taken  upon  this 
request  by  the  town,  must  be  left  to  conjecture.  The  records  are 
silent.* 

The  next  movement  in  behalf  of  schools,  we  find  under  date  January, 
1G9G,  when  John  Dexter,  son  of  Gregory,  William  Hopkins  and  others, 
petitioned  the  town  for  land  on  Dexter's  lane  (now  Olney  street,)  or 
Stampers  hill,  on  which  to  build  a  school-house.  The  petition  was 
granted,  but  no  evidence  of  the  house  having  been  built  exists.  In  1735 
George  Taylor  had  the  use  of  a  chamber  in  the  State  House  to  keep  a 
school  in  ;  and  in  1751,  Gideon  Comstock,  Alexander  Frazier,  Joseph 
Potter,  Thomas  Angell,  James  Field,  Barzillai  Richmond  and  Nehemiah 
Sprague,  had  permission  to  build  a  school-house  on  the  west  side  of  the 
river,  tk  on  vacant  land  a  little  above  Joseph  Snow,  Jr.'s  dwelling  house, 
the  street  being  wide  enough."  The}*  stated  that  they  had  subscribed 
enough  to  erect  a  house.  The  location  of  this  house  must  have  been 
near  the  public  pump  in  Broad  street. 

W  hen  the  proprietors  divided  the  land  lying  on  the  west  side,  u  the 
Town  street,"  as  North  and  South  Main  streets  were  then  called,  into 
warehouse  lots,  they  left  a  lot  opposite  the  west  end  of  "  the  Court 
House  Parade  "  for  school  purposes.  The  first  reference  to  it  is  on  the 
plat  of  the  warehouse  lots  in  the  proprietors'  office,  bearing  date  in  1  747. 
How  long  before  this  date  the  lot  was  set  off  for  a  school-house  site  or 
whether  it  was  set  off  in  pursuance  to  the  grant  referred  to  in  Mr. 
Turpin's  petition,  or  in  answer  to* the  petition  of  John  Dexter  and 
others,  cannot  be  ascertained.  Neither  can  the  year  be  determined  when 
a  school-house  was  erected  there.  It  must  have  been,  however,  previous 
to  1752,  as  in  that  year  Nicholas  Cooke,  Joseph  Olney,  Esek  Hopkins 
(celebrated  as  the  first  Admiral  appointed  to  command  the  Continental 
navy,)  Elisha  Brown  and  John  Mawney,  were  appointed    "  to  have  the 


*  Besides  teaching,  Mr.  Turpin  kept  an  ordinary,  or  house  of  public  entertainment. 
His  dwelling  stood  on  the  west  side  of  North  Main  street,  nearly  opposite  the  Fourth 
Baptist  Meeting  House.  At  one  time  the  General  Assembly  met  there.  It  was  a  sightly 
place,  and  one  of  considerable  business.  He  died  July  18th,  1709,  leaving  a  widow 
(Anne,  his  second  wife,)  and  three  children. 


134  Providence. 

care  of  the  town  school-house,  and  to  appoint  a  master  to  teach  in  said 
house."  The  school  committee  the  following  year  were  Nicholas  Cooke, 
John  Mawney,  Nicholas  Brown,  Elijah  Tillinghast  and  Daniel  Abbott. 

In  1754,  a  change  in  the  arrangements  appears  to  have  been  made. 
The  house  was  leased  to  Stephen  Jackson,  schoolmaster,  for  three 
months  from  March  1st.  No  further  action  appears  until  1 7Go,  when 
the  town  clerk  was  directed  to  lease  the  house  again.  The  schoolmaster 
probably  received  his  compensation  from  his  pupils ;  the  town,  as  a 
corporation  simply  furnishing  a  room  at  a  fixed  rent.  There  were  at 
least  two  other  schools  in  town  as  early  as  1763.  It  may  be  proper 
here  to  add,  that  after  the  court-house  was  burned  in  1758,  the  town 
endeavored  to  obtain  possession  of  the  lot  upon  which  it  had  stood  in 
lieu  of  the  one  on  North  Main  street.  There  were  great  difficulties  in 
the  way,  the  courtdiouse  lot  having  been  originally  granted  only  for  the 
use  of  the  Colony  house,  and  the  school-house  lot  only  for  a  school- 
house.  The  difficulties  were,  however,  overcome,  and  in  February,  17G5, 
a  committee  of  the  town  transferred  the  fee  simple  of  the  school-house 
lot,  and  purchased  the  other.* 


staples' Annals  of  Providence. 


SECOND    EPOCH. 

(1766-1791.) 


The  idea  of  public  free  schools  was  slow  in  obtaining  a  strong  hold 
upon  the  community.  Yet  there  were  some  who  welcomed  it  with  great 
earnestness,  and  they  set  themselves  vigorously  at  work  to  make  it  a 
practical  reality.  In  December,  17G7,  the  subject  of  education  with  the 
apparent  design  of  providing  schools  for  all  the  children  of  the  inhabi- 
tants, was  brought  before  a  town  meeting,  and  a  resolution  passed  to 
purchase  or  build  three  school-houses  for  small  children,  and  one  for 
youth.  These  schools  were  to  be  placed  under  the  supervision  of  a  com- 
mittee, and  the  expense  of  maintaining  them  was  to  be  defrayed  from 
the  town  treasury.  At  this  meeting  John  Brown,  John  Jenckes,  Nathan- 
iel Greene,  Charles  Keene,  and  Samuel  Thurber  were  appointed  a  com- 
mittee to  select  locations  for  the  houses,  to  purchase  land  and  make  con- 
tracts for  their  erection.  Darius  Sessions,  Samuel  Nightingale,  Jabez 
Bowen,  and  Moses  Brown,  all  sympathizing  warmly  with  the  object, 
were  appointed  a  committee  to  prepare  an  ordinance  for  the  building, 
supporting  and  governing  the  school.  These  duties  were  promptly  at- 
tended to  by  both  committees,  and  their  respective  reports  were  pre- 
sented to  an  adjourned  town  meeting  held  January  1st,  17G8.  On  test- 
ing the  sense  of  the  meeting  in  reference  to  them,  both  were  rejected. 
The  report  of  the  second  committee  was  written  by  Hon.  Jabez  Bowen, 
Deputy  Governor  of  the  State,  the  substance  of  which  is  here  preserved 
as  an  interesting  and  honorable  memorial  of  men,  wdio,  unfortunately  for 
the  children  and  youth  of  that  day,  were  too  far  in  advance  of  a  majority 
of  their  townsmen  to  be  appreciated  in  their  labors. 


136  Providence. 

It  began  by  affirming  the  education  of  youth  to  be  of  "  first  import- 
ance to  every  society."  It  referred  to  the  vote  of  the  town  at  a  previous 
meeting,  directing  the  purchase  and  erection  of  several  school-houses, 
and  recommended  how  they  should  be  built  and  where  located.  To  carry 
out  the  plan  of  building,  furnishing  teachers,  firewood,  etc.,  they  pro- 
posed an  assessment  or  levy  of  £520,  '•  on  the  polls  and  estates  of  the 
inhabitants."  The  house  owned  by  proprietors  "  on  the  west  side  of  the 
great  bridge"  was  to  remain  under  their  direction  until  the  new  houses 
were  finished  and  ready  for  the  reception  of  scholars.  The  masters  were 
to  be  furnished  u  at  the  expense  of  the  town."  A  school  committee,  to 
be  invested  with  various  executive  powers,  including  the  appointment  of 
t3achers  and  ushers,  and  fixing  their  salaries,  was  to  be  chosen  annually. 
The  schools  were  to  be  free  to  the  children  of  every  inhabitant  of  the 
town,  and  to  the  children  of  others  under  their  care.  The  children  of 
non-resident  free-holders  were  to  be  admitted  into  the  schools  upon  the 
payment  of  '"  twelve  shillings,  lawful  mone}',  in  the  school  tax  annually." 
Inhabitants  of  the  town  who  paid  a  similar  tax  annually,  having  no 
children  or  apprentices  of  their  own,  were  to  "  have  liberty  to  send  the 
children  of  any  friend  or  relation  of  theirs  living  out  of  town."  Children 
from  other  towns  were  not  to  be  received  to  the  exclusion  of  those  living 
in  Providence.  A  suitable  course  of  study,  including  "  writing,  arith- 
metic, the  various  branches  of  mathematics,  and  the  learned  languages," 
together  with  necessary  rules  for  the  government  of  the  school,  were  also 
prescribed.  Such,  in  substance,  was  this  first  attempt  to  embod}-  and 
organize  the  free  school  idea. 

Moses  Brown,  among  whose  papers  this  report  was  many  years  ago 
found,  made  upon  it  the  following  endorsement :  "  laid  before  the  town 
by  the  committee,  but  a  number  of  the  inhabitants  (and  what  is  most  sur- 
prising and  remarkable,  the  plan  of  a  free  school  supported  by  a  tax, 
was  rejected  by  the  poorer  sort  of  the  people)  being  strangely  led  awa}r 
not  to  see  their  own  as  well  as  the  public  interest  therein  (b}T  a  few 
objectors  at  first),  either  because  they  were  not  the  projectors,  or  had 
not  public  spirit  to  execute  so  laudable  a  design,  and  which  was  first 
voted  by  the  town  with  great  freedom." 

Whipple  Hall  Built. 

Notwithstanding  this  repulse,  the  friends  of  education  showed  a 
determined  purpose  to  win  success.  They  continued  their  efforts  to 
organize  some  plan  b}T  which  increasing  wants  could  be  met.  From  the 
town,   in    its   corporate    capacity,  nothing   could  be  immediately  hoped 


Second  Epoch. 


137 


for.  At  this  juncture  (1768)  a  company  of  public  spirited  men  living 
in  the  north  part  of  the  town,  organized  as  proprietors,  and  erected  a 
school  house  on  the  site  where  the  Benefit  street  grammar  school-house 
now  stands.  The  same  year,  at  the  October  session  of  the  General 
Assembly,  a  charter  was  obtained.  The  lot  was  the  gift  of  Captain 
John  Whipple.  The  house,  designed  for  two  schools,  was  one  story 
high,  with  a  hipped  roof,  a  belfry  in  the  centre  of  the  roof,  and  a  porch 
or  entry  on  the  west  end,  towards  the  street.  It  was  completed  in 
November,  at  an  expense  of  £120  Old  Tenor,  to  each  proprietor.  "  In 
honor  and  in  memory  of  the  generous  donation"  of  Captain  Whipple, 
the  house  received  the  name  of  Whipple  Hall.  In  the  plan,  still  pre- 
served, of  the  building,  a  room  in  each  department  w? s  set  apart  for  a 
library.     The  names  of  the  proprietors  were  : 


Edward  Thurber,  Jr., 
Benjamin  Thurber, 
Daniel  Cahoon, 
Obadiah  Sprague, 
Stephen  Carpenter, 
Dexter  Brown. 
Major  Samuel  Currie, 
Joseph  Wilson, 
Major  Simeon  Thayer, 
Colonel  David  Burr, 
John  Smith, 
Ezekiel  Burr, 
Joseph  Olney,  Jr., 
Moses  Hearne, 
Levi  Burr, 
Nehemiah  Sweet, 
Charles  Keene, 
John  E.  Brown, 
Captain  James  Olney, 
William  Tiler, 
Aaron  Mason, 


Jonathan  Arnold. 

Captain  Nathaniel  Wheaton, 

Samuel  Thurber,  Jr., 

Timothy  Mason, 

Coomer  ITaile, 

George  Pay  son, 

Captain  Ephraim  Wheaton, 

Amos  Horton, 

George  Whipple, 

Abner  Thayer, 

Philip  Mason, 

Captain  Benjamin  Sheparcl, 

Benjamin  Cozzens, 

Joshua  Burr, 

Captain  Amos  Allen, 

Comfort  Wheaton, 

Mrs.  Comfort  Wheaton, 

Edward  Knowles, 

Benjamin  Allen, 

Charles  Keene, 

Peter  Randall. 


The  building  committee  were  Aaron  Mason,  Ephraim  Wheaton, 
Nathaniel  Wheaton,  Daniel  Cahoon  and  Comfort  Wheaton.  The  com- 
mittee to  draw  up  regulations  for  the  government  of  the  school  were 
Joseph  Nash,  Charles  Keene,  Samuel  Thurber,  Jr.,  Samuel  Currie, 
Benjamin  Cozzens,  Comfort  Wheaton  and  Jonathan  Arnold.  The 
school  opened  on  the  first  day  of  November.  It  must  have  been  a  proud 
day  for  its  friends  and  patrons.  Mr.  George  Taylor,  Jr.,  the  first  teacher 
in  the  upper  grade,  was  compensated  for  his  services  by  tuition  fees,  the 


138  Providence. 

proprietors  paving  him  four  shillings  and  sixpence  quarterly,  for  each 
pupil  they  sent.  An  additional  charge  of  two  shillings  was  made  to 
parents  who  were  not  proprietors,  but  filled  a  vacant  right.  Sally 
Jackson  was  teacher  in  the  lower  grade.  Some  of  the  rules  to  be 
observed  b}'  the  pupils  are  deserving  of  notice.  They  were  to  be  present 
at  the  devotional  services  in  the  morning,  k'  and  behave  decently  and 
soberly."  They  were  to  u  take  their  seats  without  noise  and  disturb- 
ance." When  the  master  or  visitors  entered  or  left  the  room,  they 
were  to  a  rise  up  with  decent  obeisence."  They  were  not  to  leave  their 
seats  or  communicate  with  each  other  without  leave.  They  were  not  to 
tarry  in  the  school-house  after  the  school  was  dismissed,  ki  unless  by  the 
special  license  of  the  master."  In  addressing  their  school-fellows,  they 
were  to  use  only  "  his  or  her  christian  or  surname."  Traffic  among  the 
pupils  was  not  to  be  practised,  nor  were  they  to  "  play  at  cards,  dice,  or 
any  unlawful  game."  When  abroad,  they  were  to  "  treat  all  men  and 
women  with  civility,  modesty  and  good  manners,  and  especially  their 
known  superiors  ;  and  when  at  home  their  parents  with  all  dutifiilness 
and  respect."  They  were  not  to  u  presume  to  take  God's  name  in  vain, 
swear,  lie,  steal,  or  use  any  unbecoming  language  or  behaviour."  They 
were  not  to  "  be  seen  in  a  tavern  unless  upon  business."  They  were  to 
"  behave  decently  and  soberly  in  the  house  of  God,  not  whispering, 
laughing,  or  using  any  indecent  gestures."  And  punishment  was  to  be 
inflicted  u  according  to  the  nature,  desert  and  circumstances  of  the 
crime." 

The  master  was  required  to  be  punctual  in  opening  the  school,  and 
during  school  hours  was  not  to  engage  "  in  business  of  any  other  kind" 
than  that  of  instruction.  Every  Thursday  afternoon,  instead  of  the 
usual  exercises,  he  was  to  read  to  the  pupils  "  some  lecture  either  in 
Natural  Philosophy  or  some  other  entertaining  and  useful  branch  of 
science,"  suited  to  their  capacities,  u  and  explain  the  same  so  as  to  give 
them  a  tolerable  idea  of  the  subject,"  or  else  spend  the  time  in  teaching 
them  "  to  spell  and  pronounce  properly  and  distinctly,  difficult  words, 
sentences,  etc."  Every  Saturday,  before  dismissing  the  school,  he  was 
required  to  u  exhort  his  scholars  to  behave  themselves  at  all  times 
decently  and  soberly,  teaching  them  both  by  precept  and  example  to 
refrain  from  vice,  immorality  and  prophaneness,  and  to  remember  the 
Sabbath  day  to  keep  it  holy." 

The  parental  solicitude  here  displayed  for  the  morals  of  the  young, 
wras  what  we  should  expect  from  men  who  had  witnessed  the  demoral- 
izing effects  of  the  Revolution,  and  who  looked  upon  a  pure,  upright 
character  as  of  priceless  value.     The   oral  instruction  given  weekhv,  by 


Second  Epoch.  13(J 

the  teacher,  upon  topics  outside  of  his  dail}'  routine,  could  not  have 
failed  to  increase  the  intelligence  of  the  pupils,  by  fixing  in  their  minds 
certain  principles  of  science  of  which  they  must  otherwise  have 
remained  ignorant,  and  at  the  same  time  enhancing  their  enjoyment  by 
opening  to  them  new  fields  of  thought. 

While  the  committee  on  regulations  so  carefully  defined  the  duties  of 
teacher  and  pupils,  they  appear  to  have  been  no  less  mindful  of  those 
which  pertain  to  the  Board  of  Trustees.  Besides  conferring  upon  them 
plenary  power  in  matters  of  finance,  it  was  made  their  duty  to  visit  the 
schools  "  and  see  that  the  rules  and  orders  of  the  Society  respecting  the 
same  were  regularly  observed  and  kept,"  both  a  by  the  proprietors, 
master,  mistress  and  their  pupils."  They  were  to  "  see  that  the  master 
and  mistress  do  their  duty  towards  the  scholars  under  their  care  respect- 
ively ;  and  also  to  see  that  the  master  and  mistress  are  well  treated  by  their 
scholars  and  the  proprietors  :  and  in  case  any  uneasiness  should  arise, 
to  endeavor  to  reconcile  the  differences,  heal  the  breaches,  restore  unit}* 
and  amity,  peace  and  order,  amongst  the  contending  parties."  All  this, 
and  whatever  other  business  which  might  come  before  them,  they  were 
"  to  do  and  transact  as  faithful  and  honest,  prudent  and  humane, 
guardians  and  fathers  of  the  incorporated  society  of  Whipple  Hall, 
according  to  their  best  skill  and  ability,  without  fee  or  reward." 

The  teachers  who  succeeded  Mr.  Taylor  were  John  Barrows,  Nathan 
Downe,  Sumner  Wood,  Joseph  Balch,  Solomon  Bradford,  Abner  Tucker, 
and  John  Dexter. 

Meeting  Street  School-House  Erected, 

The  same  year  that  the  schools  in  Whipple  Hall  went  into  operation, 
another  company  of  proprietors  was  organized,  and  in  conjunction  with 
the  town  built  the  brick  school-house  still  standing  on  Meeting  street, 
adjacent  to  the  Friends'  Meeting-house.  The  proprietors,  who  were 
chartered  1770,  owned  and  occupied  the  upper  story,  and  the  town  the 
lower.  The  house  was  built  by  John  Smith,  the  carpenter  work  being 
done  by  Jonathan  Hammond.  The  names  of  these  proprietors  were 
as  follows  : 

John  Updike,  Darius  Sessions, 

Thomas  Greene,  Richard  Jackson, 

Nicholas  Brown,  Ebenezer  Thompson, 

Ambrose  Page,  Rums  Hopkins, 

Joseph  Russell,  Ephraim  Bowen, 

James  Sabin,  David  Harris, 


140 


Providence. 


Solomon  Drowne, 
William  Smith, 
Richard  Olney, 
Caleb  Greene, 
Noah  Mason, 
Haywarcl  Smith, 
James  Lovett, 
Joseph  Carver, 
Daniel  Jackson, 
Caleb  Harris, 
Nicholas  Cooke, 
Nathaniel  Wheaton, 
Henry  Sterling, 
George  Hopkins, 
Moses  Brown, 
Joseph  Brown, 
Jabez  Bowen, 
Nathan  Angell, 
John  Jenckes, 
Benjamin  dishing, 
John  Brown, 


George  Corlis, 
Nathan  Jacobs, 
John  Smith, 
Knight  Dexter, 
Charles  Keen, 
John  Waterman, 
John  Peck, 
Zephaniah  Andrews, 
Jonathan  Hammond, 
Elijah  Bacon, 
Benjamin  Bowen, 
Joseph  Tillinghast, 
Samuel  Nightingale,  Jr. 
Bernard  Eddy, 
Joseph  Bucklin, 
Esek  Brown, 
Joseph  Whipple, 
Gideon  Crawford, 
Abraham  AY  hippie, 
Jonathan  Ellis, 
Elilm  Robinson. 


The  regulations  for  this  school  were  drawn  up  by  Stephen  Hopkins, 
Jabez  Bowen  and  Moses  Brown.  Under  these  the  teacher  was  to  receive 
his  compensation  from  the  parents  of  his  pupils.  His  discipline  was  to 
be  u  strict,  though  not  passionate."  His  pupils  were  to  be  taught  to 
read  "  twice  in  the  forenoon  and  twice  in  the  afternoon."  They  were  to 
be  instructed  "  in  accenting,  pronouncing  and  proper  understanding  of 
the  English  tongue."  They  were  also  to  devote  a  suitable  portion  of 
time  to  writing,  arithmetic  and  spelling;  :'and  for  the  raising  of  a 
laudable  emulation  to  excel  in  the  respective  branches  of  learning,"  the 
master  was  to  u  range  the  scholars  in  proper  classes  according  to  their 
several  attainments,  weekly,  monthly  or  quarterly."  He  was  likewise 
to  "  take  special  care  of  the  morals  of  the  scholars,"  being  careful  to  be 
exemplary  in  his  own.  Weekly,  before  closing  the  school,  he  was  to 
"  audibly  read  or  pronounce  a  short  moral  lecture,  either  from  the  scrip- 
tures of  truth  or  of  his  own  composure,  or  from  approved  authors,"  and 
these  lectures  he  was  to  present  to  the  committee  at  their  visits,  "  to  be 
b}'  them  preserved  among  the  papers  and  records  of  the  school."  To 
perfect  this  system  of  moral  training,  the  pupils  were  to  be  required  uon 
the  first  fourth  day  of  eveiw  month,"  to  "  pronounce  at  least  six  verses 
out  of  Christ's  sermon  on  the  Mount,  or  from  the  Proverbs  of  Solomon." 
The  committee  were  monthly  or  at  least  quarterly  to  visit  the  schools 
"  to  inspect  the  conduct   of  the  masters,    and    the    proficiency  of  those 


Second  Epoch.  141 

under  their  charge."  At  these  visits  they  were  to  "  name  and  notify 
six  persons  who  were  '*  parents  of  children  at  school  in  the  time  being, 
to  visit  in  turn  once  a  week,  to  inspect  the  school,  and  to  make  report 
to  the  committee  if  the}'  found  anything  amiss,  or  any  new  regulations 
wanting." 

These  regulations  show  that  the  proprietors  regarded  moral  instruc- 
tion to  be  of  primary  importance,  while  the  naming  and  notifying  of 
parents  having  children  in  the  school  to  visit  it  for  the  purpose  indicated, 
expresses  the  value  they  attached  to  a  practice  which  could  not  fail  of 
extending  and  deepening  an  interest  in  the  cause  of  education. 

A  New  Impulse  Given. 

To  give  an  additional  impulse  to  the  cause,  Rev.  Enos  Hitchcock, 
D.  D.,  pastor  of  the  First  Congregational  Church  in  Providence,  whose 
active  efforts  had  given  him  an  influential  position,  by  request  delivered 
a  "Discourse  on  Education,"  in  the  meeting-house  on  the  west  side  of 
the  river,  (Rev.  Joseph  Snow's,)  November  16th,  1785.  The  discourse 
was  printed,  and  served  an  excellent  purpose.  It  is  now  a  rare  tract, 
and  accessible  to  few.  As  a  waj'-mark  in  the  progress  of  events,  a  few 
paragraphs  from  it  are  here  reproduced  : 

"  It  lias  ever  been  the  opinion  of  the  wise  and  the  considerate,  and  it  is  a  plain 
dictate  of  the  Scriptures,  that  the  serious  attention  of  parents  to  the  education  of 
their  children  is  a  matter  of  the  greatest  importance — that  the  present  and  future 
happiness  of  individuals,  the  welfare  of  society,  and  the  progress  of  virtue  and 
religion,  depend  very  much  upon  it. 

"It  is  well  known  that  the  delicacy,  strength  and  usefulness  of  plants,  depend 
very  much  upon  their  early  growth.  If  neglected,  they  will  be  infested  with 
evil  weeds,  their  growth  stinted,  their  appearance  pale  and  languid;  but  if 
cherished  with  due  cultivation,  will  gain  their  form,  size  and  vigor  in  the  proper 
growing  season.  In  the  same  manner,  the  form,  size  and  qualities  of  the  mind, 
depend  upon  the  means  of  education  being  employed  during  the  season  of  its 
growth  and  improvement. 

"As  we  have  just  merged  from  a  grievous  and  oppressive  war,  which  ob- 
structed the  progress  of  science,  suspended  or  destroyed  schools,  and  laid  waste 
the  means  of  education,  how  can  we  improve  the  happy  event,  and  the  invalu- 
able blessings  of  peace  and  independence,  so  well  as  by  exerting  ourselves  for 
the  revival  and  promotion  of  languishing  science,  and  instituting  schools  founded 
upon  the  liberal  and  permanent  footing  of  general  usefulness ! 

"To  be  endowed  with  the  faculty  of  reason  and  understanding,  and  to  be 
ranked  in  the  scale  of  being  with  intelligences,  we  justly  esteem  a  great  honor 
and  happiness — and  truly  it  is  an  invaluable  blessing  if  rightly  improved.  We 
account  it  a  very  great  privilege  and  happiness  to  have  our  lot  cast  in  a  land  of 
freedom,  where   ignorance   and   superstition  are  not  the  necessary  engines  of 


142  Providence. 

government;  where  we  may  enjoy  at  pleasure  all  the  means  of  information. 
'  But  if  a  country  stored  with  diamonds,  lying  in  their  native  crust,  may  be  de- 
nominated poor,  because  it  is  neglected,  what  brand  of  infamy  shall  we  deserve 
if  we  take  no  pains  to  rescue  our  richest  treasure  and  brightest  ornaments  from 
perpetual  obscurity ! ' 

"  To  suffer  these  powers  to  lay  dormant,  and  not  to  draw  them  forth  and 
cherish  them,  by  the  use  of  those  means  and  opportunities  which  God  hath 
granted  us,  is  to  '  wrap  up  in  a  napkin  '  a  most  important  talent — a  talent  be- 
stowed for  use  and  improvement,  with  this  injunction,  '  occupy  till  I  come.' 
These  latent  powers  and  qualities  must  be  drawn  forth  and  improved,  by  season- 
able and  diligent  cultivation,  as  the  tender  plant  is  nourished  and  reared  by  the 
fostering  hand  of  diligence  and  care.  Hence  education  is  called  nurture  in 
allusion  to  the  culture  of  plants  and  vegetables.  St.  Paul  calls  upon  parents  to 
bring  up  their  children  '  in  the  nurture  and  admonition  of  the  Lord.'  This 
must  mean  to  nourish  and  cherish  the  mind  in  its  growing  season,  with  the  ihost 
useful  knowledge. 

"  The  mind,  like  the  infant  plant,  is,  in  its  first  stages,  feeble  and  tender.  Like 
that,  it  is  capable  of  growth  and  enlargement  and  may  receive  almost  any  direc- 
tion or  impression  you  please  to  give  it  If  left  untutored,  it  becomes  the  sport 
of  every  passion ;  but  if  informed,  and  guided  by  a  suitable  education,  it  will 
produce  noble  and  worthy  fruits.  As  reason  in  its  first  dawn  is  small,  so  its 
progress  is  slow,  but  with  early  cultivation,  diligent  and  persevering  applica- 
tion, is  capable  of  great  enlargement  in  the  wide  field  of  science,  as  many  bril- 
iiant  genii  have  proved,  greatly  to  the  honor  of  human  nature  and  benefit  of 
mankind. 

"  It  is  observed  of  the  brute  creation,  that  they  '  soon  arrive  at  that  pitch  of 
perfection  which  is  allotted  to  their  nature,  where  they  must  stop  short,  without 
a  possibility  of  going  any  further.  Sense,  which  is  the  highest  natural  power 
they  have,  moves  in  a  narrow  sphere;  its  objects,  in  comparison,  few;  dull  and 
gross ;  and  therefore  not  only  come  more  quickly  round,  but  become  more  lan- 
guid and  dull  at  every  revolution.'  But  man  is  endowed  with  nobler  faculties, 
and  presented  with  nobler  objects  whereon  to  exercise  and  employ  them. 
Nothing  can  bound  the  noble  range  of  reason,  ever  improving  and  ever  improv- 
able When  we  take  a  view  of  the  intellectual  world,  how  are  we  struck  with 
admiration  at  the  progress  the  human  intellect  is  capable  of  making!  How  small 
the  beginning!  How  slow  the  progress  !  And  yet,  how  great  the  store  of  in- 
tellectual acquirements  which  some  have  made! 

"  It  is  in  every  man's  power  to  make  his  life  a  progressive  state.  The  facul- 
ties of  the  human  soul  are  in  themselves  noble  and  excellent,  and  capable  of  con- 
tinual enlargement.  The  more  the  soul  thinks  and  reasons  the  more  capable  it 
becomes  of  that  noble  exercise,  and  it  may  be  eternally  increasing  in  knowledge 
and  wisdom,  making  perpetual  advances  towards  perfection — bending  forward 
to  the  excellence  of  superior  natures,  unbroken  by  exercise  and  unimpaired  by 
time, — receiving  new  accessions  of  bliss  and  glory  from  its  perpetual  approaches 
towards  the  fountain  of  all  perfection.  The  concern  which  individuals  have  in 
this  momentous  affair,  is  an  immediate  address  to  personal  interest  and  parental 
aifection.  Involved  in  its  consequences  are  the  honor,  comfort  and  happiness  of 
parents — the  present  and  future  good  of  their  children.  Therefore,  the  subject 
lays  claim  to  your  attention  by  all  the  ties  of  interest,  affection,  and  humanity. 


Second  Epoch.  143 

Education  rescues  the  mind  from  that  darkness  and  obscurity  which  is  the  un- 
happy lot  of  savages,  and  which  distinguishes  them  from  enlightened  and  civil- 
ized nations.  Why  are  not  we  howling  in  the  uncultivated  desert,  untutored  as 
'  the  wild  ass's  colt?'  Is  it  not  to  be  ascribed  to  the  early  care  of  our  pious 
ancestors,  in  instituting  schools  and  colleges,  for  the  preservation  and  general 
diffusion  of  knowledge  and  science?  As  the  chisel  works  the  rude  block  into 
shape,  so  does  education  form  the  human  soul,  which  would  otherwise  be  tilled 
with  nothing  more  than  a  jumble  of  wild,  unconnected  ideas,  incapable  of  form- 
ing itself  into  any  system  '  The  business  of  education,  says  the  great  Dr.  Price, 
is  to  teach  •  how  to  think'  rather  than  '  what  to  think.' 

"  Education  opens  all  the  secret  sources  of  the  mind;  marshals  all  its  powers; 
and  prepares  the  subject  for  future  action.  *  *  *  For  want  of  a  suitable 
education,  how  many  of  superior  natural  abilities,  have  sunk  under  the  weight 
of  untutored  genius;  perverted  their  noble  faculties  to  base  purposes;  and 
'fallen  among  the  splendid  ruins  of  human  nature?'  It  is  the  judgment  of  the 
most  accurate  writers  upon  this  subject,  that  of  the  men  we  meet,  nine  parts  out 
of  ten  are,  what  they  are,  good  or  bad,  according  to  their  education.  If  you 
wish  to  see  your  children  entering  upon  the  stage  under  every  possible  advantage, 
cultivate  their  minds,  direct  their  manners,  and  '  train  them  up  in  the  way  they 
should  go.'  This  will  qualify  them  for  the  part  they  are  to  act  in  life,  of  what- 
ever station  or  relation ;  and  enable  them  to  discharge  the  duties  and  offices  of 
the  places  they  may  fill,  with  honor  to  themselves,  and  usefulness  to  the  public. 
•'  W  the  means  of  education  should  be  neglected,  the  rising  generation  would 
grow  up  uninformed  and  without  principle;  their  ideas  of  freedom  would 
degenerate  into  licentious  independence  ;  and  they  would  fall  a  prey  to  their  own 
animosities  and  contentions.  If  education  is  not  laid  open  to  all.  and  schools 
instituted  for  common  benefit,  of  poor  as  well  as  rich,  '  your  posterity  will  be 
iu  danger  of  being  gulled  out  of  their  liberties  by  an  artful  and  insidious  few, 
who  may  have  all  the  wealth  and  learning  in  their  hands.' 

"Sentiments  and  practice  depend  much  upon  education  ;  as  that  is,  such  in 
general  will  the  man  be.  If  the  principles  of  virtue  are  early  implanted  in  the 
mind,  they  will  take  deep  root,  and  produce  the  most  happy  fruits.  If  a  founda- 
tion is  seasonably  laid  in  the  mind  by  regular  instruction,  men  will  learn  to 
think  rationally  and  soberly  upon  subjects  of  moral  duty,  and  christian  faith. 
They  will  be  able  to  inquire  candidly  after  truth,  and  determine  impartially,  what 
is  their  duty. 

"It  is  not  my  province,  in  this  place,  to  point  out  ths  particular  methods  to  be 
pursued  in  the  institution  and  arrangement  of  schools.  Put  it  is  well  known, 
that  where  the  public  have  provided  the  means  of  instruction,  knowledge  has  been 
more  generally  diffused;  and  the  advantages  to  society  more  largely  experienced, 
and  those  ill-consequences  to  government  prevented  which  have  been  sadly 
experienced  where  they  were  neglected.  Much  credit  is  due,  therefore,  to  every 
one  who  steps  forth  in  so  good  a  cause,  and  distinguishes  himself  by  his  exer- 
tions for  the  establishment  and  support  of  schools  upon  such  principles  and  in 
such  manner  as  shall  be  most  subservient  to  general  good." 

In  closing  he  thus  addresses  parents  and  the  guardians  of  the  young : 
"  By  the  love  you  bear  to  your  tender  charges,  watch  the  first  dawn  of  reason, 


144  PROVIDENCE. 

beaming  forth  in  immortal  rays,  and  pour  religious  instruction  into  the  opening 
genius.  Follow  it  through  the  several  stages  of  its  growth,  with  due  cultivation, 
to  its  mature  state.  Take  the  helpless  creature  by  the  hand,  and  lead  it  '  in 
the  way  it  should  go,'  and  there  is  the  strongest  probability  that  '  when  it  is  old, 
it  will  not  depart  from  it.'  Let  the  mind  be  early  formed  to  virtue.  Let  the 
principles  of  it  be  deeply  rooted,  before  the  habits  of  vice  get  possession  there. 
Be  more  solicitous  to  see  in  them  unaffected  goodness  of  heart,  and 
unsullied  purity  of  manners,  than  brilliancy  of  wit,  or  beauty.  Teach  them  the 
right  government  of  their  passions,  and  that  uniform  rectitude  of  manners 
which  will  give  them  the  fairest  claim  to  honor  and  reputation.  Laise  them  above 
anxiety.  Secure  to  them  a  happy  tranquillity  of  mind,  in  the  troubles  of  life. 
Lead  them  in  the  way  to  comfort  and  happiness  in  this  world,  with  the  pleasing 
assurance  that  it  will  be  perfected   in   that  which  is  to  come." 

From  1775  to  1783,  the  state  of  affairs  in  Providence  was  unfavorable 
for  advancing  the  work  which  the  friends  of  free  education  had  at  heart. 
The  raising  of  troops  for  the  continental  army,  the  exposed  condition 
of  the  colony,  the  campaign  upon  Rhode  Island,  the  military  encamp- 
ment into  which  the  town  had  been  turned,  and  other  excitements  of 
war,  absorbed  time  and  thought  to  the  exclusion  of  almost  everything 
else.  From  1773  to  1781,  the  school  in  Whipple  Hall  was  suspended, 
and  the  building  occupied  by  the  Continental  Committee  of  War  for  a 
Laboratory  and  Magazine.  The  Meeting  street  school-house  was  con- 
verted to  a  similar  use. 

The  damage  done  to  "  Whipple  Hall"  was  estimated  at  "  one  hundred 
and  thirteen  Spanish  milled  dollars,  and  one-third  of  a  dollar."  Sub- 
sequently the  town  set  apart  all  sums  "  which  should  be  received  of  the 
State  or  the  United  States,  for  damage  done  the  brick  school-house 
during  the  revolutionary  war,  all  rents  to  be  received  for  Market* 
house  cellar,  chambers  and  stalls,  and  all  wharfage  to  be  received  on  the 
Market-house  lot,  as  a  fund  for  the  support  of  public  schools."  These 
sums  could  do  little  more  than  keep  the  buildings  in  repair  ;  but  the 
appropriation  had  an  important  bearing  upon  the  public  mind,  by 
drawing  attention  to  the  distinction  between  free  and  proprietors' 
schools. 

In  1770  the  school  cause  received  an  accession  of  strength  in  Rev. 
James  Manning,  D.  D.,  the  first  President  of  Rhode  Island  College, 
which  had  been  established  at  Warren,  and  in  the  above  named  ycav 
was  removed  to  Providence.  He  interested  himself  in  the  labors  of  and 
co-operated  with  those,  who  for  twent}*  years  had  been  moulding  public 
thought,  and  endeavoring  to  secure  effective  action.  Of  his  services 
more  will  be  said  in  another  place. 


Second  Epoch.  145 

The  experience  of  several  }Tears  proved  that  town  partnership  in  pro- 
prietors' schools,  could  not  produce  satisfactory  results  ;  and  a  com- 
mittee appointed  to  draw  up  a  plan  for  the  government  of  the  several 
schools  in  town,  reported  that  in  their  opinion  no  effectual  method  could 
be  devised  for  the  encouragement  of  learning,  and  the  general  diffusion 
of  knowledge  and  virtue  among  all  classes  of  children  and  youth,  until 
the  town  should  think  proper  to  take  a  matter  of  so  much  importance 
into  their  own  hands,  and  provide  and  support  a  sufficient  number  of 
judicious  persons  for  that  purpose. 

The  town  did  not,  however,  adopt  the  proposed  measure,  and  matters 
continued  with  little  change  until  1791,  when  a  renewed  effort  in  the 
right  direction  was  made. 

"  At  the  annual  town  meeting  held  on  the  6th  day  of  June,  1791,  the  subject 
came  up  in  the  form  of  a  petition,  praying  that  a  sufficent  number  of  school- 
masters be  appointed  to  instruct  all  the  children  in  town,  at  the  public  expense. 
The  petition  was  read  and  referred  to  the  School  committee,  consisting,  besides 
the  Chairman,  Dr.  Manning,  of  the  Rev.  Dr.  Hitchcock,  the  Rev.  Joseph  Snow, 
pastor  of  the  Beneficent  Congregational  Church,  the  Rev.  Moses  Badger,  pastor 
of  St.  John's  Church,  the  Rev.  Jonathan  Maxcy,  then  the  youthful  pastor  of  the 
First  Baptist  Church,  and  Messrs.  Jabez  Bowen,  Moses  Brown,  John  J.  Clark, 
David  Howell,  Theodore  Foster,  John  Dorrance,  Welcome  Angell  and  Benjamin 
Bowen.  The  consideration  of  the  subject,  says  the  Providence  Gazette,  was 
referred  to  the  adjournment  on  Monday  next,  (June  13,)  and  the  School  Com- 
mittee were  requested  to  report  at  that  meeting,  rules  and  regulations  for  the 
government  of  schools,  etc.  From  the  almost  unanimous  approbation  this 
important  measure  received  from  all  quarters,  '  we  anticipate,'  says  the  Gazette, 
'  with  the  greatest  pleasure,  the  happy  consequences  that  may  be  reasonably 
expected  to  result  from  an  establishment  which  will  do  honor  to  the  town,  be  of 
infinite  service  to  the  rising  generation,  and  which  must  interest  every  humane 
mind  in  its  final  success.  We  cannot  close  this  article  without  saying,  what  we 
deem  it  to  be  just  should  be  generally  known,  that  a  number  of  the  most  opulent 
gentlemen  in  town,  who  will  pay  largely  on  this  establishment,  have  interested 
themselves  warmly  in  its  favor. 

"  At  the  next  meeting,  the  Committee  found  themselves  unprepared  to  report 
in  full  upon  a  subject  of  such  vast  importance,  and  again  the  meeting  was 
adjourned  until  the  first  Monday  in  August.  Meanwhile  the  matter  was  discussed 
in  the  columns  of  the  weekly  press,  and  the  advantages  of  public  free  schools 
were  fully  and  ably  set  forth.  In  the  Gazette  for  Saturday,  July  30,  every  male 
inhabitant,  and  heads  of  families  especially,  are  requested  to  lay  aside  other  con- 
cerns, '  and  attend  on  the  town  meeting  next  Monday,  in  the  afternoon,  to 
consider  and  decide  on  the  important  measure  of  establishing  town  schools.'" — 
Providence  School  Beport,  1869. 

The  report  above  referred  to,  was  written  by  Dr.  Manning,  who  died 
10 


146  Providence. 

greatly  lamented  a  few  days  before  the  town  meeting  was  held  at  which 
it  was  to  be  presented.*  It  is  here  printed  entire,  as  a  document 
deserving  a  permanent  place  in  the  history  of  the  free  school  movement: 

Report  of  the  School  Committee  in  1791. 

"At  a  town  meeting'  of  the  Freemen  of  the  town  of  Providence,  held,  by 
adjournment,  at  the  State  House,  on  Monday,  the  1st  day  of  August,  1791. 

"  Whereas,  the  School  Committee,  who  were,  on  the  Gth  and  13th  days  of 
June  last,  appointed  and  continued  to  make  report  respecting  a  petition  pending 
before  the  meeting,  for  the  erection  of  schools  in  this  town,  the  expense 
whereof  is  to  be  paid  out  of  the  town  treasury,  presented  the  following  report, 
to  wit : 

"  To  the  Freemen  of  the  Town  of  Providence,  to  be  convened  next  by  adjourn- 
ment, the  underwritten  members  of  your  School  Committee,  in  pursuance  of 
your  resolution  at  your  last  meeting,  report. 

"  After  the  most  deliberate  and  mature  consideration  of  the  subject,  we  are 
clearly  of  opinion  that  the  measure  proposed  by  the  petitioners  is  eligible,  for 
many  reasons  : 

"  1st.  Useful  knowledge  generally  diffused  among  the  people  is  the  surest 
means  of  securing  the  rights  of  man,  of  promoting  the  public  prosperity,  and 
perpetuating  the  liberties  of  a  country. 

"  2d.  As  civil  community  is  a  kind  of  joint  tenancy,  in  respect  to  the  gifts  and 
abilities  of  individual  members  thereof,  it  seems  not  improper  that  the  disburse- 
ments necessary  to  qualify  those  individuals  for  usefulness  should  be  made  from 
common  funds. 

"3d.  Our  lives  and  properties,  in  a  free  State,  are  so  much  in  the  power  of 
our  fellow  citizens,  and  the  reciprocal  advantages  of  daily  intercourse  are  so 
much  dependent  on  the  information  and  integrity  of  our  neighbors,  that  no  wise 
man  can  feel  himself  indifferent  to  the  progress  of  useful  learning,  civilization, 
and  the  preservation  of  morals,  in  the  community  where  he  resides. 

"4th.  The  most  reasonable  object  of  getting  wealth,  after  our  own  wants  are 
supplied,  is  to  benelit  those  who  need  it ;  and  it  may  with  great  propriety  be 
demanded,  in  what  way  can  those  whose  wealth  is  redundant,  benefit  their 
neighbors  more  certainly  and  permanently,  than  by  furnishing  to  their  children 
the  means  of  qualifying  them  to  become  good  and  useful  citizens,  and  of  acquir- 
ing an  honest  livelihood? 

"  5th.  In  schools  established  by  public  authority,  and  whose  teachers  are  paid 
by  the  public,  there  will  be  reason  to  hope  for  a  more  faithful  and  impartial 
discharge  of  the  duties  of  instruction,  as  well  as  of  discipline  among  the 
scholars,  than  can  be  expected  when  the  masters  are  dependent  on  individuals 
for  their  support. 

*  Rev.  Dr.  Manning  was  born  in  Elizabc-thtown,  New  Jersey,  October  22d,  17.38,  and 
received  a  liberal  education  at  Princeton  College,  where  he  was  graduated  September 
29th,  1762,  and  the  same  year  was  ordained  as  a  Baptist  Minister.  lie  was  elected 
President  of  Phode  Island  College,  (Brown  University,)  in  17(35,  of  which  he  was  the 
successful  and  honored  head  until  his  death  which  occurred  suddenly,  Sunday  morning, 
July  24,  1791,  in  the  54th  year  of  his  age.  As  an  educator  he  occupied  a  leading 
rank. 


Second  Epoch.  147 

"  These,  among  other  reasons,  have  lead  your  Committee  to  investigate  the  means 
of  accomplishing  an  object  so  desirable  as  the  establishment  of  a  competent 
number  of  schools  in  this  town,  to  be  supported  at  the  town's  expense.  The 
Brick  School  House  and  Whipple  Hall  are  buildings  convenienly  situated  for  our 
present  purpose ;  but,  as  the  former  is,  in  part,  and  the  latter  wholly,  private 
property,  it  will  become  necessary  that  the  individual  owners  should  be  com- 
pensated, and  the  entire  property  of  those  buildings  vested  in  the  town. 

"  The  large  number  of  inhabitants  on  the  west  side  of  the  river  renders  it 
indispensably  necessary  that  a  suitable  school-house  be  erected  on  a  lot  to  be 
provided  for  that  purpose  on  that  side  of  the  river.  It  would  also  be  proper 
that  a  fourth  school-house  should  be  provided  on  a  convenient  lot,  to  be  pro- 
cured near  the  lower  end  of  the  town. 

"When  your  Committee  consider  that,  according  to  the  late  enumeration,  there 
are  in  this  town  twelve  hundred  and  fifty-six  white  males  under  sixteen  years 
of  age,  they  cannot  estimate  the  number  of  scholars  lower  than  to  require,  at 
the  Brick  School-house,  a  principal  Master  and  Assistants;  at  the  School-house 
on  the  west  side  of  the  river,  a  principal  Master  and  Assistants ;  and  a  principal 
Master  and  Assistants  at  each  of  the  other  school-houses ;  to  be  appointed  by, 
and  amenable  to,  a  committee  to  be  chosen  by  the  Freemen,  annually  assembled 
according  to  law,  to  be  called  the  Town  School  Committee,  for  the  time  being; 
by  whom  also  the  salaries  of  such  teachers,  from  time  to  time,  shall  be  con- 
tracted for  and  paid  by  orders  by  said  Committee,  drawn  on  the  town  treasury. 
The  Assistants  to  be  occasionally  appointed,  when  need  may  require. 

"  Your  Committee  are  further  of  opinion,  that  all  the  aforesaid  schools  be  sub- 
jected to  such  rules  and  regulations,  from  time  to  time,  as  may  be  devised  and 
formed  by  the  School  Committee,  for  the  time  being,  after  the  same  shall  have 
received  the  approbation  of  the  Freemen  of  this  toAvn,  in  town  meeting  legally 
assembled. 

"  And  as  the  Society  of  Friends  have  a  convenient  school-room  of  their  own, 
and  choose  to  educafe  their  children  under  the  tuition  of  their  own  members, 
and  the  direction  of  committees  of  their  own  Meeting,  it  is  recommended  that 
they  receive,  from  time  to  time,  of  the  money  raised  for  schooling,  according  as 
the  proportion  which  the  number  of  scholars  in  their  school  shall  bear  to  the 
whole  number  educated  out  of  the  town's  funds,  to  be  ascertained  by  their  Com- 
mittee to  the  Town's  Committee,  who  are  to  give  orders  on  the  town  treasury 
for  the  same,  as  in  the  case  of  other  schools, — their  schools  being  open  to  the 
Town's  Committee  for  their  inspection  and  advice  in  regard  to  the  moral  con- 
duct and  learning  of  the  children,  not  interfering  in  respect  to  the  address  or 
manners  of  the  Society,  in  relation  to  their  religious  opinions. 

"  Finally  your  Committee  recommend,  as  new  and  further  powers  are  hereby 
proposed  to  be  granted  to,  and  exercised  by,  the  Town's  future  School  Committee, 
which  were  not  in  contemplation  at  the  time  of  their  appointment,  that  they  have 
liberty  to  resign  their  places,  and  that  a  School  Committee  be  appointed  for  the 
Town  of  Providence,  to  remain  in  office  till  the  next  annual  choice  of  Town 
Officers,  and  instructed  to  report  the  rules  and  regulations  aforesaid  to  the  next 
town  meeting;  that  a  committee  be  also  appointed  to  contract,  in  behalf  of  the 
town,  for  suitable  lots  where  to  build  the  two  new  school-houses  proposed  to  be 
erected,  and  to  form  plans  and  an  estimate  of  the  expense  of  such  buildings, 


148  Providence. 

and  to  report  the  same  to  the  next  town  meeting;  That  said  Committee  last 
mentioned  also  inquire  and  report  on  what  terms  the  proprietors  of  the  Brick 
School-house  and  Whipple  Hall  will  relinquish  their  claims  to  the  town. 

"  James  Maxnning,  "  David  Howell, 
Enos  Hitchcock,  Benjamin  Bourn, 

Moses  Brown,  John  Dorrance, 

Joseph  Snow,  Theodore  Foster, 

Moses  Badger,  Welcome  Arnold. 

Jabez  Bowen, 

"  Providence,  Jul}',  (7th  month,)  1791. 

"  And  the  said  report  having  been  duly  considered,  It  is  Voted  and  Besolved, 
That  the  same  be  received  and  adopted,  except  as  to  the  resignation  of  the 
School  Committee,  who  are  hereby  continued,  and  directed  to  draft  rules  and 
regulations  for  the  government  of  said  schools,  and  to  make  report  at  the  next 
town  meeting. 

"  It  is  further  Besolved,  That  Messrs.  Moses  Brown,  John  Brown,  Welcome 
Arnold,  Edward  Thurber,  Charles  Keene,  Zephaniah  Andrews  and  Charles 
Lippitt,  or  the  major  part  of  them  be  and  they  are  hereby  appointed  a  Com- 
mittee to  procure  the  lots  in  said  report  mentioned ;  to  inquire  the  terms  on 
which  the  proprietors  of  Whipple  Hall  and  the  Brick  School-house  will  relin- 
quish their  rights  in  said  buildings  to  the  town ;  to  estimate  the  expense  of  the 
two  new  school-houses,  and  to  perform  all  other  business  required  of  the  Com- 
mittee last  mentioned  in  said  report ;  and  that  they  also  make  report  to  the  next 
town  meeting. 

"  Ordered,  That  these  resolutions  be  published  in  the  newspapers  in  this  town. 
"  A  true  copy — witness, 

"  DANIEL  COOKE,   Town  Cleric" 

Between  the  foregoing  report  and  the  one  presented  to  the  town 
twenty-three  years  before,  there  is  entire  harmony  with  a  single  excep- 
tion ;  and  that  is,  the  clause  allowing  the  Society  of  Friends  to  maintain 
a  separate  school  "  under  the  tuition  of  their  own  members,"  and  draw 
upon  the  public  treasur}T  for  its  support.  And  here  rose  a  strong  objec- 
tion. It  was  seen  that  a  favor  like  this  granted  to  one  denomination 
could  be  demanded  by  every  other ;  and  hence  the  plan  of  public  free 
schools,  to  be  attended  by  children  of  all  classes  without  regard  to  theo- 
logical tenets,  would  ultimate  in  a  collection  of  sectarian  schools,  a  great 
gulf  between  each,  maintained  at  public  charge — a  system  totall}-  incom- 
patible with  the  genius  of  Republican  institutions.  There  is  foundation 
for  the  belief,  that,  well  intentionecl  as  was  the  recommendation,  it  was 
the  real  cause  why  the  action  of  the  town  through  committees  and  other- 
wise, for  several  succeeding  years,  proved  abortive. 


THIRD   EPOCH. 

(1701-1800.) 


The  Schools  Established  by  Law. —  Mr.  Howland's  Narrative. 

The  nine  years  following  1791  were  years  of  uncommon  interest  to 
the  friends  of  public  free  schools.  The  unsuccessful  attempts  of  the 
preceding  twenty-three  years  had  not  been  in  vain.  The  discussions  in 
town  meetings  and  in  private,  brought  the  subject  more  prominently  to 
view,  and  not  a  few,  who,  at  the  start,  were  indifferent  or  absolutely 
hostile,  had  become  actively  interested.  A  change  was  coming  slowly 
but  surely  over  the  public  mind,  and  those  who  had  borne  the  heat  and 
burden  of  the  day,  sometimes  hoping  against  hope,  felt  their  courage 
stimulated,  and  their  determination  to  persevere,  strengthened. 

Near  the  close  of  the  century  a  new  and  important  element  was 
brought  to  the  aid  of  the  cause.  This  was  the  Providence  Association 
of  Mechanics  and  Manufacturers,  founded  in  1798,  and  which  soon  be- 
came one  of  the  most  influential  organizations  in  the  town.  Among  the 
prominent  members  of  this  body  was  John  Howland,  descended  in  the 
fifth  generation  from  John  Howland  of  the  Plymouth  Pilgrim  Company 
of  1620.  He  had  been  an  attentive  observer  of  the  course  of  things, 
and,  as  he  saw  the  inadequacy  of  the  means  of  education,  and  reflected 
upon  the  privation  of  his  earl}'  years,  he  was  stirred  to  make  another 
effort  in  behalf  of  free  schools.  He  was  peculiarly  adapted  to  the  work 
partly  assumed  by  him,  and  partly  assigned  him  by  his  fellow  townsmen. 
He  was  noted  for  sound  judgment,  far-reaching  discernment,  skill  in  exe- 
cution, and  unconquerable  persistence.  There  came  daily  to  his  shop 
men  of  all  shades  of  opinion,  and  he  was  not  long  in  becoming  familiar 


150  Providence. 

with  the  peculiarities  of  each.  His  position  in  the  commun^-gave  him 
a  strong  influence  with  the  wealthy  and  with  the  laboring  classes,  and  as 
the  hostility  to  free  schools  was  found  largely  among  the  latter,  he  Was 
able  to  create  a  better  sentiment  among  them.  In  his  place  of  business, 
in  tiie  street,  and  by  the  fireside,  public  free  schools  were  made  by  him  a 
topic  of  conversation.  "  Most  of  us."  he  said,  "  have  had  but  few  ad- 
vantages of  education,  but  it  will  be  our  fault,  as  well  as  the  fault  of  our 
fellow  citizens,  if  the  next  generation  is  not  better  taught.  Perhaps  this 
is  a  subject  on  which  we  are  too  indifferent.  It  is  a  subject  which  ought 
to  be  the  lesson  of  the  day,  and  the  story  of  the  evening.  Let  it  be  said 
in  all  private  companies  ;  let  it  be  asserted  in  all  public  bodies  ;  let  it  be 
declared  in  all  places,  till  it  has  grown  into  a  .proverb  ;  that  it  is  the 
duty  of  the  legislature  to  establish  free  schools  throughout  the  State. 
But  until  this  can  be  accomplished,  let  us  not  neglect  our  duty.  It  is 
the  duty  of  every  man  who  has  children,  to  see  that  they  have  what  is 
called  a  good  common  education  ;  not  such  a  common  education  as  per- 
mits them  to  grow  up  destitute  of  morals  or  of  principles  ;  but  such  as 
will  qualify  them  to  be  respectable,  as  well  as  useful  members  of  society." 
In  1798,  the  Mechanics'  Association  committed  itself  to  the  support 
of  these  ideas.  Mr.  Rowland,  as  chairman  of  a  committee  appointed 
for  the  purpose,  prepared  a  memorial  to  the  General  Assembly  soliciting 
that  honorable  body  "  to  make  legal  provision  for  the  establishment  of 
free  schools,  sufficient  to  educate  all  the  children  in  the  several  towns 
throughout  the  State  ;"  and  subsequently  when  a  bill  had  been  introduced 
into  the  legislature,  he  prepared,  by  vote  of  the  town,  a  letter  of  instruc- 
tions to  its  representatives,  directing  them  to  vote  for  it.  But  the  stoiy 
of  his  efforts  is  best  told  in  his  own  words  as  taken  down  by  the  author 
during  an  interview  in  1847.*  The  familiar,  unstudied  language  of  the 
recital,  which  has  been  literally  preserved,  imparts  to  the  narrative  an 
additional  interest;  and  having  compared  it  with  the  records,  and  veri- 
fied the  accuracy  of  every  statement  relating  to  the  action  of  the  town, 
it  must  ever  be  regarded  as  an  invaluable  contribution  to  the  school  his- 
tory of  Providence. 

"In  1789,  the  Mechanics  Association  was  formed,  and  in  this  body  begun  the 
agitation  that  led  to  the  establishment  of  public  schools.  When  we  came  together 
in  our  association,  we  made  the  discovery  of  our  deficiencies.     There  were  papers 

♦The  reader  may  l>e  surprised  to  find  this  story  entire  in  the  preliminary  portion  or 
the  centennial  volume.  The  author  can  only  say  in  explanation,  that  he  was  not  aware 
of  its  being  thus  appropriated  until  he  saw  it  in  print.  But  as  it  was  included  in  his 
manuscript,  and  is  necessary  to  the  completeness  of  his  narrative  of  the  public  schools 
in  Providence,  h6  has,  upon  consultation  with  friends,  decided  not  to  suppress  it. 


Third   Epoch.  151 

to  be  drawn  and  various  kinds  of  writing  to  be  done,  that  few  of  us  were  com- 
petent to  execute.  Then  we  began  to  talk.  The  question  was  asked,  ought  not 
oiij-  children  to  have  better  advantages  of  education  than  we  enjoyed?  And  the 
answer  was,  Yes.  Then  it  was  asked,  how  shall  these  advantages  be  secured? 
The  reply  was,  we  must  have  better  schools.  So  when  we  had  talked  the  matter 
over  thoroughly  among  ourselves  we  began  to  agitate.  As  I  was  something  of 
a  talker,  and  had  practised  writing  more  than  most  of  my  associates,  a  good  deal 
of  this  work  fell  to  my  lot.  And  I  was  very  willing  to  do  it,  because  I  felt  and 
saw  its  importance.  So  I  wrote  a  number  of  pieces  for  the  newspaper,  and  tried 
to  induce  others  to  do  the  same.  I  prevailed,  however,  with  only  one,  Grindall 
Reynolds.  He  felt  as  I  did  about  the  matter,  and  wrote  a  piece  for  the  Gazette 
in  favor  of  schools.  We  had,  indeed,  the  good-will  of  many  educated  men. 
There  were  Thomas  P.  Ives,  Thomas  L.  Halsey,  David  L.  Barnes,  and  others. 
who  had  been  educated  in  the  schools  of  Massachusetts,  all  of  whom  understood 
our  wants  and  favored  our  movements.  Governor  Bowen  and  the  Bo  wen  family, 
were  also  friendly.  So  was  Governor  William  Jones.  We  met  no  opposition 
from  the  wealthy,  but  they  having  the  advantages  for  their  sons  and  daughters 
that  wealth  can  always  procure,  did  not  feel  as  we  poor  mechanics  did.  They 
were  not  active.  In  this  beginning  of  the  movement,  they  seemed  willing  to 
follow,  but  were  unwilling  to  lead  the  way  It  is  a  curious  fact,  that  throughout 
the  whole  work,  it  was  the  most  unpopular  with  the  common  people,  and  met 
with  the  most  opposition  from  the  class  it  was  designed  to  benefit.  I  suppose 
this  was  one  reason  why  the  most  influential  citizens  did  not  take  hold  of  it 
heartily  in  the  beginning.  They  thought  its  success  doubtful,  and  did  not  wish, 
in  a  public  way,  to  commit  themselves  to  an  enterprise  that  would  curtail  their 
popularity  and  influence.  This  was  not  the  case  with  all,  but  it  was  so  with 
many.  The  more  we  discussed  the  subject,  the  greater  became  its  importance 
in  our  eyes.  After  a  good  deal  of  consultation  and  discussion,  we  got  the 
Mechanics  Association  to  move  in  the  matter.  This  was  an  important  point 
gained,  and  an  encouragement  to  persevere.  A  committee  was  chosen  to  take 
up  the  subject.  Of  this  committee  I  was  a  member.  They  met  at  my  house, 
and  after  due  deliberation,  it  was  resolved  to  address  the  General  Assembly.  I 
told  them,  that  as  neither  of  us  were  qualified  to  draw  up  a  paper  in  a  manner 
suited  to  go  before  that  body,  we  had  each  better  write  a  petition  embodying  our 
individual  views,  and  bring  it  to  our  next  meeting.  Out  of  these  mutual  con- 
tributions we  could  prepare  a  petition  that  would  do.  This  was  agreed  to  and 
the  committee  separated.  When  we  next  met  it  was  found  that  but  two  had 
been  written  according  to  previous  recommendation.  These  were  by  William 
Richmond  and  myself.  Richmond  then  read  his.  It  was  in  the  usual  petition 
style,  ending,  '  as  in  duty  bound  will  ever  pray.'  I  told  the  committee  I  did  not 
like  the  doctrine  of  that  paper.  It  was  too  humble  in  tone.  I  did  not  believe  in 
petitioning  legislators  to  do  their  duty.  We  ought,  on  the  contrary,  in  addressing 
that  body,  to  assume  a  tone  of  confidence  that  with  the  case  fairly  stated  they 
would  decide  wisely  and  justly  for  the  rising  generation.  I  then  took  out  my 
memorial  and  read  it.  It  was  not  in  the  shape 'of  an  'humble  petition.'  It  ex- 
pressed briefly  our  destitution,  and  the  great  importance  of  establishing  free 
schools  to  supply  it.  It  received  the  approbation  of  the  committee,  and  was 
adopted.  This  memorial  was  presented  to  the  General  Assembly  in  the  name 
of  our  association.     It  was  there  warmly  debated,  and  after  pretty  severe  oppo- 


152  Providence. 

sition,  the  Assembly  referred  the  whole  subject  to  a  committee,  with  directions 
to  report  by  bill.  This  bill,  embodying  a  general  school  system,  was  drawn  up 
by  James  Burrill,  Jr.,  Attorney  General  of  Rhode  Island.  I  was  with  hinvall 
the  while,  and  he  readily  complied  with  my  suggestions.  When  the  bill  was 
reported,  the  Assembly  was  afraid  to  pass  it,  until  the  sense  of  the  towns  could 
be  obtained.  So  it  was  printed,  and  sent  out  to  the  Freemen  for  instructions. 
The  great  object  now  was  to  get  the  towns  to  vote  right.  When  the  subject 
came  before  the  town  meeting  in  Providence,  I  moved  that  a  committee  be 
appointed  to  prepare  instructions  to  our  representatives,  and  report  at  the 
present  meeting.  This  was  carried,  and  William  Richmond,  Samuel  W.  Bridg- 
ham,  afterwards  our  mayor,  George  R.  Burrill,  William  Larned  and  myself, 
were  constituted  the  committee.  It  was  now  late  in  the  afternoon,  and  Bridg- 
ham,  said,  '  Mr.  moderator,  this  is  an  important  matter.  It  will  require 
some  time  to  draft  instructions,  and  it  is  now  almost  night,  I  think  the  subject 
had  better  be  postponed  until  the  next  town  meeting.'  '  Never  fear,'  replied 
Richard  Jackson,  the  moderator.'  '  I  guess  Rowland  has  them  already  written 
in  his  pocket.'  '(),'  rejoined  Bridgham,  '  I  didn't  think  of  that  —  then  we  can 
go  on.'  The  committee  accordingly  retired  to  the  office  of  George  R.  Burrill 
for  consultation.  The  questions  then  came  up,  what  shape  shall  the  instructions 
take?  who  shall  write  them?  Various  opinions  were  expressed,  but  I  kept  silent. 
Bridgham  then  turned  to  me  and  said  '  what  do  you  think  Mr.  Rowland? '  I  had 
anticipated  the  course  of  events,  and  was  prepared  to  answer  the  question.  I 
had  set  up,  the  night  before,  till  11  o'clock,  to  prepare  a  document  I  intended  to 
submit  to  the  town  meeting.  I  therefore  said  to  the  committee,  '  I  have  got  my 
opinion  in  my  pocket.  If  you  wish  to  hear,  I  will  read  it.'  '  Let  us  hear,  by  all 
means,'  was  the  reply.  So  I  took  out  my  document  and  read  it.  When  I  got 
through,  Burrill  said,  '  well,  that  is  just  what  we  want.  All  we  need  do  is  to 
sign  our  names.'  They  accordingly  signed  it,  without  suggesting  airy  alteration, 
and  we  returned  and  reported  it  to  the  meeting.  The  paper  was  adopted  by 
the  town,  as  its  instructions  to  its  representatives. 

"  But  though  Providence  was  thus  committed  to  the  good  work,  the  country 
towns  generally  were  not  so  safe.  In  mamr,  the  movement  was  decidedly 
unpopular,  and  there  was  ground  for  apprehension  that  it  might  fail.  One  of 
the  most  influential  men  in  the  State  councils  was  then  a  resident  of  Newport. 
I  felt  very  anxious  to  secure  the  favorable  expression  of  that  town.  I  therefore 
wrote  to  the  town  clerk,  urging  him  to  get  an  article  inserted  in  the  warrant  for 
the  town  meeting,  to  instruct  their  representatives  to  vote  for  the  bill  before  the 
Assembly.  And  so  fearful  was  I  that  this  precaution  would  be  neglected,  that 
I  made  a  special  journey  to  Newport  to  secure  the  measure.  Much  to  my  grati- 
fication, Newport  voted  for  the  instructions,  and  valuable  services  were  rendered 
by  Mr.  George  Champlin,  the  principal  representative  from  that  town.  Essential 
aid  was  also  rendered  by  a  member  from  Smithfield.  At  the  autumn  session, 
(179!),)  the  bill  passed  the  House  of  Representatives,  and  was  sent  up  to  the 
Senate.  That  body  was  afraid  to  pass  it,  and  did  not  dare  to  reject  it.  So  with 
other  unfinished  business,  they  laid  it  over  until  the  next  session.  The  Assmbly 
met  in  February  in  this  town.  I  resolved  to  persevere  in  my  efforts  to  get  the 
school  bill  passed.  I  saw  the  secretary,  and  at  my  suggestion,  he  placed  the 
deferred  bill  among  the  papers  first  to  be  called  up.      One  day,    in  the  early  part 


Third  Epoch.  153 

of  the  session,  I  met  Joel  Metcalf,  a  man  of  strong  good  sense,  who  had 
interested  himself  in  the  matter  of  public  schools.  '  Come,'  said  I,  '  you  and  I 
must  go  up  to  the  Senate  to  day  and  get  them  to  call  up  the  school  bill.' 
'  Well'  he  replied,  '  I  don't  know  as  we  can  influence  that  honorable  body.'  'We 
can  try,'  I  responded.  And  so  we  went.  We  saw  John  Innis  Clarke,  a  senator, 
and  told  him  our  errand.  '  Well,'  said  he,  '  the  governor  and  senate  are  to  dine 
with  me  to  day,  and  I  will  do  what  I  can  to  secure  favorable  action.'  We  left, 
and  went  up  to  the  senate  chamber  in  the  afternoon.  As  soon  as  I  opened  the 
door,  Clarke  rose  and  came  to  me,  and  said  '  the  school  bill  has  just  passed.' 
Was  it  opposed?'  I  inquired.  'No,'  he  replied,  'I  called  it  up,  and  it  was 
passed  without  a  word  of  opposition.'  Thus  we  achieved  our  great  State 
triumph — not  of  long  duration, i  ndeed,  as  the  act  was  repealed  in  1803, — but  long 
enough  to  secure  a  permanent  blessing  to  Providence. 

"  I  shall  not  confine  my  narrative  to  the  strict  order  of  dates,  as  I  have  no 
minutes  of  the  events  I  am  relating  by  me.  My  object  is  to  give  a  brief  view  of 
the  part  I  took  in  this  work.  The  town  resolved  to  establish  four  schools,  three 
on  the  east  and  one  on  the  west  side  of  the  river.  I  was  on  a  committee  to  carry 
out  the  design.  Having  made  a  motion  in  town  meeting,  June  3,  1799,  that  a 
committee  be  appointed  to  purchase  the  shares  held  by  the  proprietors  of 
'  Whipple  Hall,'  and  the  brick  school-house,  standing  near  the  State  House,  I 
was  made  chairman,  and  entered  at  once  upon  my  duties.  The  other  members 
of  the  committee  were  Richard  Jackson,  Jr.,  and  John  Garble.  Afternoon  after 
afternoon,  accompanied  by  Paul  Allen,  I  traversed  the  north  end  in  search  of 
the  proprietors.  Sometimes  we  found  one  at  home  and  another  in  the  street. 
In  this  way,  we  picked  up  forty-live  shares,  at  $10  each — I  making  the  contract, 
and  Allen,  as  justice  of  the  peace,  legalizing  it.  Five  of  the  old  proprietors  we 
never  could  find,  nor  could  we  ascertain  who  were  their  heirs.  To  this  da}'  they 
have  not  been  purchased.  One  of  the  proprietors,  a  sturdy,  self-willed  man,  at 
first  refused  to  sell.  He  '  wasn't  going  to  educate  other  peoples  children.'  But 
after  being  made  to  see  that  the  system  would  go  on,  and  his  refusal  would  injure 
nobody  but  himself,  (the  town  then  owning  over  forty  shares,  and  thus  able  to 
control  the  house,)  he  relented,  and  acceeded  to  our  terms.  We  next  bought  the 
brick  school-house.  This  was  more  easily  done,  as  the  principal  number  of 
shares  was  in  the  hands  of  Moses  Brown,  and  the  town  already"  owned  the  land 
on  which  the  building  stood.  These  shares  were  purchased  at  $10.50  each.  It 
was  not  so  easy,  however,  to  obtain  the  lot  for  a  school-house  site  at  the  south 
end.  This  land  belonged  to  a  gentleman  Avho  was  unwilling  to  have  a  school  of 
two  hundred  scholars  so  near  his  house  and  garden.  I  was  not  on  the  committee 
to  make  this  purchase,  but  when  I  heard  he  had  refused  to  sell,  I  went  to  see 
him.  I  asked  the  ground  of  his  objections.  He  said  if  a  school  was  established 
there,  the  neighborhood  would  be  a  perfect  bedlam  every  time  it  was  dismissed. 
Besides,  his  garden  would  be  robbed  of  all  its  fruit.  These  were  very  natural 
fears.     But  I  assured  him  they  were  groundless. 

"  Under  our  rules,  the  school  would  be  dismissed  by  classes,  and  not  permitted 
to  loiter  about  the  premises,  and  as  to  his  garden,  so  strict  a  watch  would  be 
kept  over  the  scholars,  that  his  fruit  would  be  safer  than  ever.  I  cannot  repeat 
all  my  arguments  on  the  occasion.  It  is  sufficient  to  say,  that  before  I  left  him, 
he  consented  to  sell.     Some  time  after,  when  the  schools  had  gone  fairly  into 


154  Providence. 

operation,  the  town  council,  accompanied  by  the  school  committee,  made  their 
first  visit  to  this  school.  When  opposite  his  residence,  I  requested  the  company 
to  pause  till  I  went  in  and  invited  him  to  go  with  us.  They  did  so.  I  went  in 
and  said,  '  I  have  been  deputed  by  the  honorable  town  council  and  the  school 
committee,  to  invite  you  to  accompany  them  in  their  first  visit  of  examination 
to  the  Transit  street  school.'  lie  appeared  gratified  with  the  attention,  and  readily 
complied  with  our  invitation.  I  will  not  say  there  was  not  a  little  policy  in  this. 
At  all  events,  it  had  a  good  effect.  Our  skeptical  friend  was  delighted  with  all  he 
saw  and  heard,  and  was  ever  after  a  firm  supporter  of  the  public  schools. 

•'It  was  clear,  that  to  carry  out  our  system  successfully,  a  larger  sum  of 
money  than  hitherto  appropriated  for  schools  must  be  secured.  Here  we  experi- 
enced the  strongest  opposition,  and  were  in  greatest  danger  of  defeat.  1  moved, 
in  town  meeting,  for  an  appropriation  of  $4,000.  Some  said  it  was  too  much, 
and  others,  hoping  to  defeat  the  motion,  opposed  on  the  ground  that  the  sum 
was  insufficient.  After  listening  sometime  to  the  discussion,  I  rose  and  said,  that 
as  there  appeared  to  be  a  difference  of  opinion  in  the  meeting,  with  a  view  to 
obviate  the  last  objection,  I  would  move  the  insertion  of  80,000  in  the  place  of 
84,000,  first  proposed.  This  was  seconded  by  one  of  the  opponents,  thinking 
thereby  to  give  the  motion  its  quietus.  Much  to  his  surprise,  however,  the 
motion  was  adopted.  When  the  result  was  announced,  great  excitement  pre- 
vailed. Two  of  the  strongest  opponents  came  up  to  me  and  said,  'you  have 
taken  us  in — you  have  taken  us  in — we  didn't  intend  to  vote  you  so  much  money.' 
'  You  have  taken  yourselves  in,  and  1  am  glad  of  it,'  I  replied.  This  agitation  of 
the  school  matter  induced  many  of  the  mechanics  to  attend  town  meeting,  and 
take  an  active  part  in  town  affairs,  who  never  went  before.  April  1G,  1800,  the 
town  appointed  James  Burrill,  Jr.,  John  Corliss,  Richard  Jackson,  Jr.,  John 
Carlile,  Joel  Metcalf,  William  Richmond  and  myself  a  committee  to  devise  and 
report  a  plan  for  carrying  the  school  act  into  effect.  This  plan  I  drew  up.  It 
was  reported  to  an  adjourned  town  meeting,  April  26th,  and  adopted. 

"  The  first  school  committee  under  the  act  of  the  General  Assembly,  was 
chosen  in  August,  1800.  It  consisted  of  President  Maxcy,  Rev.  Dr.  Gano,  Rev. 
Dr.  Hitchcock,  David  L.  Barnes,  Jabez  Bowen,  Amos  M.  Atwell,  James  Burrill, 
Jr.,  William  Jones,  John  Carlile  and  myself.  The  town  council,  in  conjunction 
with  this  body,  appointed  a  sub-committee  to  draw  up  rules  and  regulations  for 
the  government  of  the  schools.  On  this  committee  were  President  Maxcy,  Rev. 
Dr.  Hitchcock  and  Rev.  Dr.  Gano.  When  nominated,  Dr.  Gano  said  the  schools 
had  his  warmest  wishes  for  success,  but  as  he  was  not  much  acquainted  with 
the  matter,  and  as  Mr.  I  lowland  had  done  so  much,  and  understood  the  wants  so 
well,  he  would  decline  in  his  favor.  His  wish  was  complied  with,  and  I  was 
placed  on  this  important  committee. 

"  When  the  work  of  drawing  up  the  rules  came  to  be  done,  to  my  surprise, 
the  burden  of  the  labor  was  assigned  to  me.  President  Maxcy,  was  pressed 
with  the  cares  of  the  college,  and  could  not  conveniently  attend  to  the  duty. 
Dr.  Hitchcock's  health  was  declining,  and  though  warmly  devoted  to  the  cause 
of  education,  was  unable  to  give  the  subject  the  attention  it  deserved.  So  it  was 
left  for  me  to  go  on  with  it.  This  Mas  rather  a  formidable  undertaking,  but  as 
I  had  the  approbation  of  the  literary  gentlemen,  I  boldly  put  my  hand  to  the 
work.     To  aid  me  in  the  matter,  I  sent  to  Boston,  and  procured  the  rules  estab- 


Third  Erocn.  155 

lislicd  there,  unci  also  a  list  of  the  books  used  in  school.  After  my  rules  and 
regulations  were  prepared,  I  submitted  them  to  the  committee  and  town  council. 
They  were  accepted,  and  adopted  October  lGth,  less  than  two  months  after  my 
appointment. 

"Up  to  this  time,  I  had  never  seen  a  grammar — a  sorry  confession  for  a  school 
committeeman,  some  may  think — but  observing  that  'The  Young  Ladies'  Acci- 
dence '  was  used  in  the  Boston  schools,  I  sent  to  the  principal  book-seller  in  that 
town,  and  purchased  one  hundred  copies  for  the  use  of  ours.  For  whatever 
accuracy  I  have  obtained  in  writing,  I  am  indebted  to  observation  and  practice. 

"  The  introduction  of  grammar  was  quite  an  advance  in  the  system  of  educa- 
tion, as  it  was  not  taught  at  all  except  in  the  better  class  of  private  schools. 
The  same  was  true  of  geography,  which  had  never  been  taught  before. 
Geographies  could  not  be  bought  in  this  town,  so  I  sent  to  Boston  and  purchased 
as  many  as  were  wanted  for  our  schools.  Dr.  Morse,  of  Charlestown,  had  pub- 
lished the  first  volume  of  his  geography,  and  that  was  the  work  we  adopted. 
Many  thought  it  an  unnecessary  study,  and  some  in  private  objected  to  it 
because  it  would  take  oil'  their  attention  from  arithmetic.  But  it  met  with  no 
public  opposition." 

'•  To  some,  this  recital  may  seem  egotistical.  But  I  have  no  such  feeling.  I 
was  so  constantly  connected  with  the  school  movement,  that  I  cannot  speak  of  it 
without  speaking  of  myself.  I  take  no  improper  pride  in  the  part  i  acted.  If 
better  educated  and  more  influential  men  had  seen  lit  to  take  the  lead,  I  should 
have  been  contented  to  follow.  But  I  felt  that  somebody  must  do  the  work,  and 
as  otheis  would  not,  I  resolved  that  I  would.  I  thank  a  kind  providence,  that  I 
have  been  able,  in  my  humble  way,  to  be  of  service  to  my  fellow  men ;  audi 
wish  to  occupy  no  other  place  in  their  memories,  or  the  page  of  history,  than 
that  which  truth  shall  assign  me." 


Such  is  the  simple  recital  of  the  part  borne  by  Mr.  Rowland  in  laying 
the  foundation  of  the  Public  Schools  in  Providence,  ami  in  its  cifects 
reaching  beyond,  shedding  a  blessing  upon  the  entire  State.  The  names 
of  Hopkins,  l'ovven,  Jones,  Burrill,  Brown,  Jackson,  Nightingale,  Hitch- 
cock, Manning,  Gano.  Maxcy,  Bridgham,  Ives,  Rhodes,  Smith  and 
Barnes,  with  many  others  of  like  spirit,  will  ever  be  held  in  grateful  re- 
membrance for  the  interest  they  early  exhibited  in  the  cause  of  free  edu- 
cation. Without  the  sympathy  and  cooperation  of  such  men,  little  could 
have  been  accomplished.  But  to  the  mind  that  from  its  own  fertile  re- 
sources originated  plans,  combined  influences,  organized  popular  senti- 
ment, and  by  its  indomitable  energy  carried  forward  to  its  ultimate  tri- 
umph this  great  enterprise,  a  distinct  acknowledgement  is  due.  And 
this  tribute  is  here  rendered  to  the  memory  of  John  Howland.* 

*  Mr.  Howland  was  a  native  of  Newport.    As  a  member  of  the  school  committee,  he 
for  twenty  years  discharged  the  duties  of  his  office  with  scrupulous  fidelity,  and  retired 


156  Providence. 

School  Regulations — District  Boundaries. 

On  the  17th  day  of  October,  1800,  the  System  of  Instruction  drawn 
up  b}T  Mr.  Howland,  was  reported  and  adopted.  It  prescribed  that  "  all 
children  of  both  sexes  admissible  bylaw,"  should  be  admitted  to  the 
schools,  "  and  faithfulry  instructed  without  preference  or  partialit}',"  and 
that  the  instruction  should  "  be  uniform  in  the  several  schools,  and  the 
pronunciation  as  near  alike  as  possible."  The  good  morals  of  the  youth, 
being  a  matter  of  the  highest  consequence,  both  to  their  own  comfort, 
and  to  their  progress  in  useful  knowledge,  they  were  strictly  enjoined  "to 
avoid  idleness  and  profaneness,  falsehood  and  dcceitfulness,  and  every 
other  wicked  and  disgraceful  practice,  and  to  conduct  themselves  in  a 
sober,  orderly  and  decent  manner,  both  in  and  out  of  school."  It  was 
also  enjoined  upon  the  teachers,  "•  That  they  endeavor  to  impress  the 
minds  of  their  pupils  with  a  sense  of  the  Being  and  Providence  of  God, 
and  the  obligation  they  are  under  to  love  and  reverence  Him  ;  their  duty 
to  their  parents  and  masters  ;  the  beauty  and  excellence  of  truth,  justice 
and  mutual  love  ;  tenderness  to  brute  creatures  ;  the  happy  tendency  of 
self-government  and  obedience  to  the  dictates  of  reason  and  religion  ; 
the  observance  of  the  Sabbath  as  a  sacred  institution  ;  the  duty  which 
the}'  owe  to  their  county,  and  the  necessity  of  a  strict  obedience  to  its 
laws  ;  and  that  the}T  caution  them  against  the  prevailing  vices." 

From  the  third  Monday  in  October,  to  the  third  Monday  in  April,  the 
morning  school  sessions  were  to  commence  at  9  o'clock,  a.  m.,  and  close  at 
12,  m.  The  afternoon  sessions  were  to  open  at  1£  oclock  and  close  at  4 
o'clock.  From  the  third  Monday  in  April  to  the  third  Monday  in  October, 
the  morning  sessions  were  to  hold  from  8  o'clock  until  11 J  o'clock,  and  the 
afternoon  sessions  from  2  o'clock  until  5  o'clock.  The  4th  of  July,  Fast, 
Thanksgiving  and  Christmas  days,  Tuesday,  Wednesday  and  Thursday 
of  Commencement  week,  the  day  succeeding  each  quarterly  visitation, 
and  "  the  regimental  training  day  in  October,"  were  made  holidays. 
The  course  of  instruction  was  to  comprise  u  spelling,  accenting  and  read- 
ing both  prose  and  verse,  with  propriety  and  accurac\',  and  a  general 
knowledge  of  English  grammar  and  composition;  also  writing  a  good 
hand,  according  to  the  most  approved  rules,  and  Arithmetic  through  all 
the  previous  rules,  and  vulgar  and  decimal  fractious,  including  Tare  and 
Tret,  Fellowship,  Exchange,  Interest,"  etc.  The  pupils  were  to  be 
classed  "  according  to   their  several  improvements,   each  sex  b}-  them- 

only,  when  the  demands  upon  his  time  as  town  treasurer,  and  treasurer  of  the  Provi- 
dence Institution  for  Savings,  suggested  the  necessity  of  release  from  some  of  his  public 
responsibilities. 


Third  Epoch.  157 

selves,"  and  "  different  hours  were  to  be  allotted  to  the  different  exer- 
cises." In  the  matter  of  discipline  and  good  government  which  the 
committee  regarded  as  "  absolutely  necessary  to  improvement,"  it  was 
provided  that  "  if  any  scholar  should  prove  disobedient  and  refractory, 
after  all  reasonable  means  used  by  the  master  to  bring  him  or  her  to 
order,  and  a  just  sense  of  duty,  such  offender  shall  be  suspended  from 
an}'  further  attendance  or  instruction  in  an}*  school  in  the  town  until  the 
next  visitation  of  the  committee."  Pupils  were  required  to  be  punctual 
in  their  attendance  "  at  the  appointed  hour,  and  be  as  constant  as  pos- 
sible in  their  daily  attendance."  Excuses  for  absence  were  to  be  •-  by  a 
note  from  the  parents  or  guardian  "  of  the  pupil.  Monitors  were  to  be 
appointed  by  the  masters  of  each  school  to  notice  the  absence  or  tardi- 
ness of  the  delinquent  scholars,  the  list  of  whose  names  was  to  be  pre- 
served and  exhibited  to  the  committee  at  their  visitation. 

The  books  authorized  to  be  used,  were  Alden's  Spelling  Book.  1st  and 
2d  parts  ;  Caleb  Bingham's  Young  Ladies'  Accidence  ;  the  American  Pre- 
ceptor ;  Morse's  Geography,  abridged  ;  the  Holy  Bible,  in  select  portions  ; 
and  an  Arithmetic,  author  not  named.  A  few  years  later,  Daboll's 
Arithmetic  was  introduced,  as  were  Murray's  Sequel  to  the  English 
Reader,  and  Murray's  Abridgment  to  the  P^nglish  Grammar.  Smith's 
Grammar  superseded  Murray's  ;  Farnum's  took  the  place  of  Smith's, 
and  in  the  course  of  a  few  years  Greene's  was  introduced,  and  continues 
to  be  used.  In  1828,  Smith's  Arithmetic  was  introduced.  This  was 
succeeded  by  Emerson's  ;  and,  from  time  to  time,  Colburn's,  Davies,' 
Greenleaf's,  Leach  and  Swan's  and  Hagar's  followed. 

For  the  better  convenience  of  pupils  in  attending  school,  the  town  was 
divided  into  four  districts,  the  lines  of  which  were  designated  as  follows  : 
"  From  the  house  of  the  widow  Hall,  [on  North  Main  street,  opposite 
St.  John's  Church]  eastward  up  the  Church  lane,  across  Benefit  street, 
all  that  part  of  the  town  lying  northward  of  said  line,  to  constitute  the 
First  District.  The  second  Districtto  include  all  that  part  of  the  town  lying 
between  Church  lane  and  the  lane  that  runs  eastward  by  the  house  of 
the  late  Welcome  Arnold,  Esquire,  and  to  take  in  part  of  the  west  side 
of  the  river,  as  far  as  Orange  street.  The  Third  District  to  include  all 
that  part  of  the  town  lying  southward  of  said  lane,  by  the  late  Welcome 
Arnold's.  The  Fourth  District  on  the  west  side  of  the  river  to  include  all 
that  part  of  the  town  lying  westward  of  Orange  street."  It  was  at  the 
same  time  directed  that  children  are  to  "  attend  the  public  schools  of 
their  respective  districts." 


FOURTH  EPOCH. 

(1800—1844.) 


Quarterly  Visitations — Death  of  Rev.   Dr.  Hitchcock. 

Four  schools  were  now  in  successful  operation,  with  an  aggregate  at- 
tendance of  988  pupils,  viz. :  First  District,  Whipple  Hall,  under  John 
Dexter,  180  pupils  ;  Second  District,  Brick  school-house  (Meeting  street) 
under  Moses  Noyes,  230  pupils  ;  Third  District,  Transit  street  house, 
under  Royal  Farnum,  240  pupils  ;  Fourth  District,  west  side,  under  Rev 
James  Wilson,  338  pupils.*  These  schools  sufficed  for  the  town  with  a 
population  of  7,615.  The  first  quarteily  visitation  by  the  Town  Council 
and  the  School  Committee  mentioned  by  Mr.  Howland,  on  a  preceding 
page,  took  place  January  6th  and  7th,  1801,  and  was  made  an  occasion 
of  more  than  usual  importance.  That  all  things  might  be  conducted 
with  propriety,  and  conduce  to  the  satisfaction  of  the  visitors,  it  was 
recommended  to  the  several  masters  of  said  schools  to  prepare  accordingly 
to  receive  the  Committee,  b}r  compljing  with  the  following  regulations, 
viz. : 

"1st.  That  they  enjoin  upon  their  scholars  the  propriety  of  appearing  neat 
and  clean,  and  that  the  Committee  expect  a  general  and  punctual  attendance  at 
the  time  appointed. 

*The  teachers  acting  as  principals,  from  1800  to  1828,  as  nearly  as  can  be  ascertained, 
were  .John  Dexter,  Moses  Noyes,  Royal  Farnum.  Rev.  James  Wilson,  Richard  Briggs, 
Oliver  Angell.  Liberty  Ransom,  William  E.  Richmond,  Noah  Kendall,  Rev.Thomas  Wil- 
liams, Joseph  W.  Torrey,  Christopher  Hill,  Elisha  R.  Atkins,  Thomas  C.  Hartshorn, 
Thomas  C.  Fenner,  Joseph  Beverly,  Edward  Beverly,  George  Taft,  Cyrus  Grant,  Daniel 
Baker,  Martin  Snell,  .Jedediali  L.  Stark,  Richard  Battle,  Calvin  Barnes,  Sumner  VV.  Ar- 
nold, Benjamin  Allen,  Stephen  Rawson,  Hezekiah  Rattle,  Samuel  P.  Bullard,  Nehemiah 
E.  Rogers,  Samuel  Stetson,  Daniel  G.  Sprague,  William  S.  Boss,  Charles  Arnold.  Joseph 
Shaw,  Steuben  Taylor,  Jesse  Hartwell,  Moses  Curtis,  Esek  Aldrich,  Jr.,  Sylvester  R. 
Aborn,  Origin  Batcheller,  Joseph  L.  Shaw,  Edward  Seagrave,  John  Holroyd,  Oliver  C. 
Shaw,  Noah  Smith,  Jr.,  Elisha  W.  Baker,  Barnum  Field,  Joseph  C.  Gardner,  Thomas 
Wilson.    Most  of  these  were  promoted  from  ushers. 


Fourth  Epoch .  159 

"2d.  That  the  scholars  of  the  several  schools  be  prepared,  in  the  first  place, 
to  exhibit  their  writing  and  cyphering  books  in  good  order. 

"  3d.  That  the  masters  call  upon  each  scholar  to  read  a  short  sentence  in  that 
book  which  may  be  used  in  the  class  to  which  such  scholar  belongs. 

4th.  That  the  Committee  may  t)e  informed  of  the  progress  of  the  several 
scholars  in  the  art  of  spelling,  the  masters  are  desired  to  direct  them  to  spell  one 
word  each. 

"  5th.  If  time  should  permit,  the  Committee  will  hear  the  scholar  recite  pas- 
sages in  Geography,  English  Grammar  and  Arithmetic,  and  such  other  select 
pieces  as  may  be  adapted  to  their  several  capacities." 

At  the  Transit  street  school,  the  official  visitors  were  welcomed  with  a 
poetic  address,  written  by  Paul  Allen,  Esq.,  and  spoken  by  a  lad  nine 
3'ears  of  age.     It  is  here  given. 

"  Gentlemen  of  the  Honorable  Council  and  Committee: 

"  Heroes  of  ancient  and  modern  days 
Have  challenged,  and  received,  the  palm  of  praise, 
The  favored  poets  will  their  deeds  rehearse. 
And  blazon  forth  their  destiny  in  verse. 
A  more  exalted  task  your  time  employs, 
To  watch  the  morals  of  the  rising  boys, — 
To  teach  their  wandering  feet  to  tread  the  road 
That  leads  direct  to  virtue's  bright  abode  — 
To  check  the  sallies  of  impetuous  youth, 
And  in  their  bosoms  plant  the  seeds  of  truth. 
No  more  shall  avarice  presume  to  blind 
With  her  dark  shades,  the  eye  sight  of  the  mind, 
Nor  shall  presumptious  ign'rance  dare  enslave 
Those  talents  which  the  God  of  nature  gave. 
The  tribute  that  from  gratitude  is  due, 
Our  hearts  rejoicing  fondly  pay  to  you  ; 
Unostentatious  virtue  seeks  the  shade, 
And  by  its  own  success  is  amply  paid; 
Thus  the  fair  stream  with  steady  silent  force, 
Through  the  long  meadows  winds  its  devious  course, 
And  in  its  route,  itself  unseen  the  while, 
Surveys  the  verdure  spread  and  flow'rets  smile, 
Till  all  the  meads  in  sweet  luxuriance  grow, 
And  tell  the  wonders  of  the  stream  below : 
Thus,  while  you  wish  industrious  to  conceal, 
Those  virtues  gratitude  would  fain  reveal, 
The  morals  of  the  rising  youth  shall  tell 
The  names  of  those  whose  deeds  deserve  so  well. 
Why  should  my  infant  tongue  these  deeds  relate? 
Your  future  glory  shall  adorn  the  State, 
When  Patriots  yet  unknown  shall  tread  the  stage. 
And  shame  the  parties  of  the  present  age." 


160  Providence. 

The  favorable  impression  made  upon  the  Council  and  the  School  Com- 
mittee was  entered  upon  the  records  in  the  following  words  : 

"  The  extraordinary  progress  made  by  the  scholars  of  the  several  schools,  in 
reading-,  writing,  arithmetic,  English  grammar,  geography  and  elocution,  was 
such  as  to  merit  great  honor,  and  obtain  the  highest  commendations  of  the 
gentlemen  who  attended.  The  good  order,  decorum,  and  propriety  of  behavior, 
so  manifest  in  the  several  schools  on  this  occasion,  not  only  evince  the  great 
public  utility  of  the  institution,  but  reflect  the  highest  honor  on  the  several  pre- 
ceptors and  assistants,  who,  in  the  short  space  of  about  two  months,  have 
established  so  excellent  a  system  of  instruction,  and  contributed  so  greatly  to 
the  improvement  of  their  pupils.  The  thanks  of  the  Council  and  Committee 
were  also  presented  to  the  several  teachers  as  a  testimonial  of  the  high  opinion 
entertained  of  their  abilities  and  merits." 

The  second  quarterly  visitation,  April  7th  and  8th,  appears  to  have 
been  quite  as  satisfactory  as  the  first.  On  this  occasion  governor 
Arthur  Fenner  and  Judge  Samuel  Eddy  were  invited  to  be  present. 
For  several  years  the  schools  continued  to  prosper  under  the  fostering 
care  of  the  town  council,  the  school  committee  and  men  of  influence 
generally.  In  1803,  the  schools  lost  a  valued  friend  and  supporter,  in 
the  death  of  Rev.  Dr.  Enos  Hitchcock.*  He  departed  this  life  February 
27th,  and  was  buried  on  the  following  Wednesday  afternoon.  The 
Town  Council  as  a  token  of  respect  for  his  memory,  and  in  appreciation 
of  his  services  in  behalf  of  education,  directed  a  suspension  of  the 
schools.  They  also  provided  that  the  teachers  with  their  pupils  of  the 
first  and  second  classes  should  attend  the  funeral,  and  "join  in  the 
procession  according  to  their  sizes,  the  smallest  first,  and  preceding  the 
corpse."     This  was  done. 

Ushers  Appointed. — Fuel,  Ink,  Books  for  the  Poor. 

The  schools  had  not  been  long  in  operation,  when  it  became  apparent 
thai  a  herculean  task  had  been  assigned  the  teachers.  They  were  all 
competent  and  experienced  men,  but  were  not  equal  to  the  labor  imposed 
upon  them.  Rev.  Mr.  Wilson  could  easily  and  effectively  preach  to  an 
audience  filling  the  church  to  its  full  sitting  capacity,  but  to  require  him 

*  Rev.  Dr.  Hitchcock  was  a  native  of  Springfield,  Mass.,  and  was  graduated  at  Harvard 
University  in  1767.  In  1771  he  was  ordained  as  colleague  pastor  with  Rev.  John  Chip, 
man,  over  the  Second  Congregational  Church  in  Beverly,  Mass.  He  served  as  chaplain 
in  the  army  of  the  Revolution,  was  present  at  the  battle  of  Hubbardston,  where  his  friend 
and  parishioner,  Colonel  Ehenezer  Francis,  was  killed.  He  was  for  a  time  stationed  at 
"West  Point.  After  leaving  the  army,  he  was  installed  pastor  of  the  First  Congrega- 
tional Church  in  Providence,  and  had  a  successful  pastorate  of  twenty  years  He  was 
a  Fellow  of  Brown  University,  and  the  author  of  several  works.  He  was  a  learned 
divine,  a  good  preacher,  and  a  man  of  active  benevolence. 


Fourth  Epoch.  161 

to  maintain  order  and  satisfactorily  instruct  338  pupils  without  assist- 
ance, was  a  demand  reaching  beyond  the  power  of  physical  and  mental 
endurance.  And  so  with  the  other  teachers.  This  the  Town  Council 
saw,  and  prompt!}*  appointed  five  ushers  to  aid  the  principals,  viz.  : 
First  District,  Ezra  Leonard  ;  Second  District,  William  Norton;  Third 
District,  Daniel  Young;  Fourth  District,  Lucius  Bowles  and  Gravenor 
Tatt.  The  salary  of  each  principal  was  $500  per  annum  ;  that  of  each 
usher,  $200.  This  compensation  to  ushers  was  continued  until  1818, 
when  it  was  increased  to  $250  per  annum.* 

Among  the  early  school  arrangements  was  an  assessment  on  each 
pupil  for  the  supply  of  fuel.  This  practice  continued  until  1833,  when, 
upon  the  recommendation  of  the  school  committee,  it  was  abolished. 
The  pupils  were  also  required  to  furnish  themselves  with  ink,  those 
failing  to  do  so  to  be  '"  debarred  the  privilege  of  writing."  In  1804, 
provision  was  made  to  furnish  books  to  poor  children  whose  parents 
were  unable  to  purchase  them.  This  course  is  still  pursued,  except  that 
the}*  are  not  given,  but  loaned.  To  be  absent  at  a  quarterly  visitation 
was  an  offence  which  excluded  the  pupil  from  the  school  until  permis- 
sion to  return  had  been  obtained  of  the  Town  Council. 

The    Abrogation    of-,  the    Law    of  1800    harmless  to  Providence. 
Special  Supervision  of  the  Schools. 

The  school  law  of  1800,  under  which  the  public  schools  of  Providence 
were  organized,  was  met  in  the  country  by  an  opposition  so  strong  that, 
after  being  in  operation  three  years,  it  was  abolished.  It  seems  strange, 
at  this  day,  in  the  light  of  nearly  three  quarters  of  a  century,  that  such 
a  step  backward  should  have   been    taken.     But  it  onlv  adds  another  to 


*  The  ushers  from  1801  to  1S23,  were  Ezra  Leonard,  Lucius  Bowles,  Gravenor  Taft 
(promoted).  Daniel  Young  (promoted),  William  Blanding,  William  Norton,  Palmer  Cleve- 
land,  Samuel  Randall,  Theopholus  Hatchings,  Samuel  Barton,  Jabez  B.  Whittaker, 
David  nolman,  Tho„mas  Philhrook,  Eliphalet  Dyer,  Frederick  W.  Bottom,  Simon  Davis, 
Thomas  IT.  Sill,  Jonathan  Thayer,  John  Dunbar,  J.  II.  Cady,  Thomas  A.  Lamed,  Gideon 

W.   Olney, Whiting,   William  II.  Smith,   Rodman    Starkweather,  Stephen  K. 

Rathbone,  Joseph  K.  M'Clintock,  Gardner  W.  Olney,  Christopher  Safford,  Daniel  II. 
Haskell,  Levi  Millard,  Robert  S.  Holden,  William  C.  Jones,  Amos  Warner,  Leon  Chapotin. 
William  Alverson,  Reuben  Torry,  George  Taft  (promoted),  Ebenezer  Colman,  Stephen 
Rawson,  (promoted,)  Elias  Fisk,  George  L.  Atwell,  Isaac  Southwick,  Samuel  W.  Tilling- 
hast,  Calvin  Barnes,  Xoadiah  W.  Woodward,  Benjamin  Allen  (promoted),  Ebenezer 
Greene,  Joseph  Patrick,  Thomas  Warner,  John  Holroyd  (promoted),  William  Grossman. 
John  G.  Merrill,  Samuel  Billings,  Elisha  W.  Baker,  Caleb  G.  Balch,  William  P.  Taft, 
Alfred  B.  Lee,  James  II.  Bugbee,  Joshua  S.  Tweed,  Joseph  C  Gardner  (promoted),  Silas 
Weston,  Joseph  B.  Pettis  (promoted),  John  Ames,  Jonn  S.  Phillips,  Benjamin  Wade, 
Richard  Anthony. 

11 


162  Providence. 

the  multitude  of  historic  events  showing  the  hostility  with  which  impor- 
tant reforms  have  usually  been  resisted.  Men  of  ideas  in  advance  of 
the  time  in  which  they  lived,  have  pretty  uniformly  had  experiences 
like  this.  But  the  three  years'  reign  of  law  proved  a  blessing,  by  stirring 
the  friends  of  educational  progress  to  cling  with  greater  tenacity  to  the 
noble  purpose  with  which  they  had  become  imbued.  The  abrogation  of 
the  law  was  harmless  in  its  effects  upon  Providence.  The  town  con- 
tinued the  course  it  had  commenced,  as  though  nothing  had  happened. 
Free  schools  had  been  established  by  law.  Enough  had  been  seen  by 
discerning  minds  to  satisfy  them  of  their  great  value  as  an  intellectual 
force  to  move  and  direct  the  machinery  of  private  and  public  prosperity. 
And  so,  without  the  aid  of  law,  and  with  no  other  encouragement  than 
that  which  comes  in  the  consciousness  of  doing  a  right  thing,  the  schools 
were  to  be  maintained.  This  decision  had  a  reflex  influence  upon  the 
neighboring  towns,  and  upon  the  State,  and  prepared  the  way  for  cer- 
tain victory  in  the  second  struggle,  which  was  to  signalize  the  close  of 
the  next  quarter  of  a  century. 

In  1816,  it  being  thought  that  a  special  supervision  of  the  schools 
would  be  advantageous,  they  were,  b}'  vote  of  the  committee,  placed 
"  under  the  superintending  care  of  the  Reverend  Clergy  interim  between 
the  several  quarterly  visitations."  Under  this  resolution  the  assignments 
were  made  as  follows  :  First,  District,  Rev.  Dr.  Edes  ;  Second  District, 
Rev.  Dr.  Crocker  ;  Third  District,  Rev.  Dr.  Gano  ;  Fourth  District, 
Rev.  Mr.  Wilson  and  Rev.  Mr.  Preston.  This  arrangement  appears  to 
have  succeeded  so  well  that  b}*  vote,  the  following  year,  it  was  continued. 
In  this  arrangement  we  ma}*  recognize  the  germ  of  the  present  system 
of  district  committees,  who,  besides  exercising  "  a  general  supervision 
over  all  the  schools  in  their  respective  districts,  except  the  High  School," 
are  required  to  "  visit  or  cause  to  be  visited,  all  the  schools  at  least  once 
in  each  term." 

In  1819,  a  stone  school-house,  one  story  high,  was  built  on  Summer 
street,  occupying  the  site  of  the  recently  erected  Primary  and  Inter- 
mediate school  building.  A  second  story  was  subsequently  added.  In 
October  of  the  same  year,  u  the  west  part  of  the  town  was  divided  into 
two  Districts  ;  the  fourth  retaining  the  old  school-house,  and  the  fifth 
occupying  the  new  house  on  Pond  street."  In  1824,  an  additional 
teacher  was  provided  for  the  first  district,  to  take  charge  of  a  portion  of 
the  pupils  removed  to  a  separate  room.  The  salaiy  wras  fixed  at  $300 
per  annum. 

In  1823,  the  subject  of  primary  schools  "  for  children  from  five  to 
eight  years  of  age,"  to  be  taught  by  females,  was  agitated,  but  beyond 
this  nothing  appears  to  have  been  done. 


Fourth   Epoch.  163 

January  2G,  1826,  the  following  record  was  made:  "  Tt  being  the 
opinion  of  the  committee  and  council  that  the  use  of  profane  language 
and  swearing  is  increasing  among  the  youth,  it  is  ordered  that  the  several 
preceptors  be  instructed  to  read  the  law  on  that  subject  in  their'  several 
schools." 

In  July,  1827,  it  was  decided  "  that  no  male  pupil  should  commence  the 
stud}'  of  geography  until  advanced  in  arithmetic  as  far  as  Practice,  and 
that  no  female  pupil  should  engage  in  the  former  study  until  she  had 
pursued  the  study  of  arithmetic  as  far  as  Compound  Division." 

Reconstruction  of  the   Schools. 

In  1828,  a  triumph  for  the  schools  was  achieved.  At  the  winter 
session  of  the  General  Assembly,  after  a  severe  struggle,  ki  An  act  to 
establish  public  schools"  throughout  the  State  was  passed.  Though 
Providence,  as  already  said,  was  not  hindered  in  her  school  work  by  the 
abrogation  of  the  law  of  1800,  the  friends  of  education  were  highly 
gratified  when  the  law  was  re-enacted,  and  accepted  it  as  an  endorse- 
ment of  the  principle  they  had  so  long  maintained. 

Twenty-live  years  had  wrought  a  great  change  in  the  public  opinion  of 
Providence  on  the  question  of  education.  Increased  intelligence  made 
palpable  the  need  of  an  advance  in  the  course  of  instruction  that  should 
correspond  to  advances  made  in  the  practical  arts  of  life.  The  school 
system  of  1800,  well  adapted  to  the  first  recipients  of  its  advantages,  re- 
quired some  modifications  to  suit  it  to  a  generation  standing  on  a  higher 
plane  in  1828  Soon  after  the  passage  of  the  school  law,  a  proposition 
to  re-organize  th<  hool  system  kt  and  place  the  schools  in  a  condition  of 
greater  useful;  ' .  A\  classes  of  the  community,"  was  referred  to  a 
committee    con;  g  of  Francis    Wayland,   William  T.    Grinnell    and 

Thomas  T.  Waterman,  with  directions  to  examine  into  and  report  upon 
the  subject.  Immediately  after  this  appointment,  two  of  the  committee 
visited  Boston,  and  >ccupiod  several  days  in  the  schools  of  that  city,  for 
the  purpose  of  collecting  such  information  concerning  the  course  of 
studies  and  the  general  management  of  the  schools  there  as  might  be 
serviceable  in  the  work  of  re-construction  at  home.  A  report,  written 
by  President  Wayland,  was  presented  on  the  22d  of  April,  which  was 
printed  and  very  generally  circulated  throughout  the  town.  This  docu- 
ment was  valuable  for  the  able  and  exhaustive  manner  in  which  it  dis- 
cussed its  theme.  It  is  specially  interesting  as  embodying  the  views  of 
an  eminent  c<  icator  nearly  half  a  century  ago.  Some  portions  of  the 
report  have  more  than  a  local  bearing,  and  contain  ideas  of  an  enduring 


1 64  Providence  . 

character  ;  and  for  the  purpose  of  preserving  familiarity  with    the  best 
thought  of  that  da}',  copious  extracts  are  here  given  : 

"  The  principle  which  should  mainly  direct  the  appropriation  of  public  money 
is  evidently  equity.  In  other  words,  money  raised  by  ataxupon  every  individual 
should  be  so  distributed  that  every  individual  should  have  an  opportunity  of 
participating  in  the  benefits  of  its  expenditure.  Or,  to  apply  the  principle  to 
the  present  case,  if  money  is  contributed  by  every  citizen  for  the  purpose  of 
education,  a  school  system  should  be  so  devised  that  every  citizen  should  receive, 
not  merely  the  general  advantage  of  having  his  neighbors  better  instructed,  but 
also  an  equitable  share  of  that  instruction  which  he  assists  to  maintain.  Now 
if  this  view  of  the  subject  be  just,  it  will  follow  that  there  should  be  furnished  a 
number  of  schools  sufficient  to  accommodate  all  who  wish  to  avail  themselves  of 
their  advantages.  Every  one  sees  the  injustice  of  taxing  the  whole  community 
to  support  one  or  two  schools,  to  which  not  more  than  one-tenth  part  of  the 
whole  number  of  children  could  find  admittance.  The  same  injustice  will  evi- 
dently occur  if  the  number  of  scholars  imposed  upon  a  teacher  be  so  great  as  to 
render  his  instructions  of  so  little  value  that  a  large  portion  of  the  community 
is  obliged  to  resort  to  private  schools. 

"The  same  principle  would  dictate  that  there  be  established  the  various  grades 
of  schools,  suited  to  the  wants  of  the  public.  If  there  be  but  one  description  of 
schools,  it  must  either  be  so  elevated  that  many  of  the  parents  cannot  prepare 
their  children  to  enter  it,  or  else  so  elementary  that  none  would  avail  themselves 
of  its  advantages,  for  any  considerable  length  of  time,  or  else  everything  would 
of  necessity  be  so  imperfectly  taught  that  a  very  small  portion  would  be  benefited. 
In  either  case  but  a  small  portion  of  the  community  would  receive  the  benefit 
of  that  provision,  which  all  were  taxed  to  support.  The  first  was  the  case  in 
Boston  previous  to  the  establishment  of  primary  schools.  The  grammar  schools 
admitted  no  one  unless  he  could  read  in  the  Testament.  But  it  was  found  by 
actual  examination  that  a  very  great  proportion  of  the  poorer  class,  were, unable 
or  unwilling  to  procure  at  their  own  expense  this  preparatory  education  for 
their  children,  and  that  thus  many  thousands  were  growing  up  in  utter  ignorance. 

"It  may  here  be  properly  suggested  whether  equity  does  not  demand  that 
the  system  of  public  education  in  this  town,  should  make  provision  for  at  least 
one  school  of  a  higher  character,  a  school  which  should  provide  instruction  in 
all  that  is  necessary  to  a  finished  education.  If  it  be  said  that  such  a  school 
would  be  of  advantage  only  to  the  rich,  it  may  be  answered,  as  the  rich  con- 
tribute in  an  equal  proportion  to  education,  why  should  not  they  be  entitled  to 
a  portion  of  the  benefit.  But  it  is  far  from  being  the  case  that  such  a  school 
would  be  only  for  the  rich.  It  would  be  as  much  a  public  school,  as  open  to  all, 
and  as  much  under  the  government  of  the  public  as  any  other.  But  it  would 
evidently  be  of  most  peculiar  advantage  to  the  middling  classes,  and  the  poor. 
Such  an  education  as  we  propose,  the  rich  man  can  give,  and  will  give  to  his 
son,  by  sending  him  to  private  schools.  But  the  man  in  moderate  circumstances 
cannot  afford  to  incur  the  heavy  expenses  of  a  first  rate  school,  and  if  no  such 
provision  be  made,  the  education  of  his  children  must  be  restricted  to  the  ordi- 
nary acquisition  of  a  little  more  than  reading  and  writing.     With  such  a  school 


Fourth  Epoch.  165 

as  we  have  contemplated,  he  would  be  enabled  to  give  his  child  an  education 
which  would  qualify  him  for  distinction  in  any  kind  of  business. 

"  And  lastly,  the  principles  of  equity  to  which  we  have  alluded,  would  dictate 
that  the  public  schools  of  every  description,  should  be  well  and  skilfully  taught. 
If  this  be  not  done,  the  result  will  be  obvious.  The  funds  by  which  they  are 
supported  are  contributed  by  the  rich  and  by  the  middling  classes  of  society.  If 
they  be  badly  taught  the  rich  will  derive  no  benefit  from  them.  This,  however, 
is  a  small  matter,  as  they  can  afford  to  give  something  towards  the  education  of 
the  poor,  and  also  to  pay  for  the  education  of  their  own  children  elsewhere.  It 
is  otherwise  with  the  citizen  in  middling  circumstances.  If  a  public  school  be 
badly  taught  and  lie  is  sensible  of  the  value  of  a  good  education,  he  also  will 
send  his  children  to  a  private  school.  To  him  this  double  expense,  especially  if 
his  family  be  large,  is  a  serious  inconvenience;  he  is  taxed  to  support  schools 
of  which  he  will  not  avail  himself,  and  in  addition  pays  as  much  for  the  education 
of  his  children  as  though  he  had  contributed  nothing.  It  must  be  evident  that  the 
true  interest  of  every  citizen  of  moderate  circumstances,  must  be  so  to  elevate  the 
character  of  our  public  schools,  that  he  need  look  nowhere  else  for  as  good  in- 
struction as  his  family  may  require.  Although  to  accomplish  this  he  pays  a  some- 
what heavier  tax,  for  public  education,  he  will  in  the  end  be  greatly  the  gainer. 

"  Here,  however,  we  are  aware  that  another  consideration  will  occur.  It  may 
be  said,  that  in  the  distribution  of  funds  raised  for  public  schools,  perfect  equity 
is  not  to  be  looked  for  nor  desired, — that  this  is  a  contribution  from  the  rich, 
for  the  benefit  of  the  poor,  and  that  they  are  sufficiently  rewarded  by  the  improved 
morals  and  intellectual  condition  of  the  poorer  classes  of  the  community.  Now 
granting  all  this  to  be  so,  we  must  remark  that  the  spirit  of  the  suggestion  seems 
to  us  at  variance  With  our  republican  institutions.  It  in  reality  belongs  to  the 
old  world  more  than  to  the  new.  Why  create  such  distinction  between  our  fel- 
low citizens?  Why  should  one  class  of  society  be  supposed  to  say  to  another, 
it  is  for  our  interest  that  you  should  have  education,  and  we  give  it  to  you,  but 
it  shall  be  as  useless  as  anything  that  can  bear  the  name,  so  useless  that  for  our- 
selves and  our  families,  we  will  have  nothing  to  do  with  it.  We  hope  no  man 
amongst  us,  would  be  willingto  harbor  such  a  thought,  or  utter  such  a  sentiment. 

"  But,  as  we  said  before,  granting  all  this  to  be  true,  and  that  perfect  equity 
in  the  distribution  cannot  be  effected,  as,  clearly  it  cannot,  what  then?  Is  not 
education  a  commodity  which  all  classes  of  the  community  want?  Why  then 
should  we  not  furnish  it  of  such  quality  that  all  may  enjoy  it  together?  By  fur- 
nishing a  valuable  course  of  public  instruction,  the  rich  will  enjoy  its  advantages 
and  surely  it  cannot  injure  the  middling  classes  and  poor.  Nor  do  we  here  look 
towards  an  impracticable  result.  Children  of  every  class  are  seen  in  the  public 
schools  in  Boston,  and  they  are  found  there  because,  as  in  several  instances 
wealthy  parents  told  your  committee,  the  public  were  preferable  to  the  private 
schools. 

'•  And  here  we  may  remark,  that  there  can  be  no  doubt  of  the  effect  of  a  single 
school  of  the  highest  character,  upon  the  discipline  and  improvement  of  all  the 
others.  Entrance  to  it  would  be  conferred,  as  the  reward  of  merit,  upon  the 
most  deserving  scholars  of  each  grammar  school,  and  its  requirements  should 
always  be  an  accurate  knowledge  of  the  branches  taught  in  these  schools.  It  is 
needless  to  suggest  that  a  thorough  education  in  such  a  school  as  we  propose 


166  Providence. 

would  be  the  most  valuable  reward  which  could  be  conferred  upon  diligence  and 
good  conduct. 

"If,  then,  we  are  not  mistaken  in  these  views,  it  is  evident  that  public  instruc- 
tion should  be  provided  in  sufficient  extent  to  meet  the  wants  of  the  community. 
The  course  should  embrace  a  series  of  instruction,  from  the  simplest  elements 
to  the  higher  branches  of  knowledge,  and  the  instruction  in  every  department 
should  be  of  the  most  valuable  character.  Let  us,  then,  briefly  inquire  how  far 
our  present  school  system  accomplishes  these  objects. 

"  How  far  the  provisions  for  education  are  proportioned  to  the  magnitude  of 
our  population,  it  may  not  be  possible  with  perfect  accuracy  to  decide.  Judg- 
ing from  the  few  facts  in  our  possession,  it  would,  however,  seem  probable  that 
the  public  good  would  be  promoted  by  considerably  enlarging  them.  The  schools 
now  number  on  their  books  as  many  pupils  as  can  receive  advantage  from  the 
labors  of  the  present  instructors.  Yet  it  will  not,  we  presume,  be  denied  that 
a  very  considerable  portion  of  the  children  about  our  streets  attend  no  school 
whatever. 

"  It  would  therefore  seem  proper  that  the  school  committee,  joined  with  such 
persons  as  the  town  council  may  add,  be  empowered  to  increase  the  means  of 
instruction  from  time  to  time,  as  the  wants  of  the  population  may  require.  But 
it  has  appeared  to  your  committee  that  one  part  of  this  object  may  be  accom- 
plished immediately,  and  with  very  little  additional  expense,  by  establishing  a 
sufficient  number  of  primary  schools  in  different  parts  of  the  town.  The  effect 
of  these  will  be  to  provide  a  grade  of  instruction  as  much  needed  by  the  public 
as  any  other,  to  elevate  the  character  of  the  grammar  schools,  and  to  enable  the 
teachers  of  these  schools  to  devote  their  attention  to  a  larger  portion  of  those 
who  are  prepared  for  instruction  in  the  more  advanced  branches  of  education. 
We  have  no  doubt  that  by  providing  a  suitable  proportion  of  these  schools,  the 
number  of  scholars  under  public  instruction  would  in  a  short  time  be  doubled, 
and  the  convenience  to  the  community  be  immeasurably  increased. 

"  If,  in  addition  to  these  two  grades  of  schools,  a  single  school  for  the  whole 
town  be  established,  of  a  more  elevated  character,  to  enter  which,  it  shall  be 
necessary  to  have  been  a  proficient  in  all  the  studies  of  the  grammar  schools, 
and  in  which  should  be  taught  a  more  perfect  and  scientific  knowledge  of  geogra- 
phy, book-keeping,  arithmetic,  algebra,  geometry,  navigation,  moral  and  natural 
philosophy,  natural  history,  the  elements  of  political  economy,  and  the  Consti- 
tution of  the  United  States,  and  the  Latin  and  Greek  languages;  we  think  that 
our  system  of  instruction  would  be  such  as  to  do  honor  to  the  public  spirit  of 
this  commercial  and  manufacturing  metropolis,  but  not  at  all  beyond  what  is 
demanded  by  the  advancing  intelligence  of  the  age.  Whether  a  high  school,  of 
somewhat  the  same  character,  for  girls,  might  not  also  be  desirable  and  expedi- 
ent, would  be  a  matter  for  future  consideration. 

"  Your  committee  have  reflected  deliberately  upon  the  question,  what  system 
of  instruction  should  he  recommended  for  the  grammar  schools  now  existing, 
or  whether  any  alteration  be  necessary.  It  may  here  be  proper  to  remark,  that 
your  committee  believe  that  the  present  instructors  have  done  every  thing  in 
their  power  to  carry  forward  the  course  of  education  committed  to  their  charge, 
and  have  richly  merited  the  thanks  of  the  community.  But  from  the  remarks 
which  have  been  made,  it  will  be  evident  that  they  have   labored  under   many 


Foueth  Epoch.  167 

and  peculiar  embarrassments.  A  large  portion  of  their  pupils  are  occupied  in  the 
simplest  elements.  They  are  mere  children.  They  occupy  the  teacher's  time 
unprofltably  to  themselves  and  to  the  rest  of  the  school,  and  hence  the  instruction 
to  them  and  to  the  older  scholars,  is  far  less  valuable  than  it  would  be  under  a 
different  arrangement.  Of  this  fact  the  teachers  themselves  are  aware,  and  they 
sincerely  regret  it. 

But  while  your  committee  are  convinced  of  the  benefit  which  the  schools,  as 
they  now  exist,  have  conferred  upon  the  public,  they  have  seriously  deliberated 
whether  they  might  not  be  greatly  improved  by  the  introduction  of  the  monito- 
rial system.  Some  of  the  considerations,  which  have  had  effect  on  their  minds, 
are  these  : 

"  The  beneficial  effects  of  the  monitorial  system  on  the  primary  schools,  have 
been  already  alluded  to  ;  but  if  such  are  the  results  upon  children  of  from  4  to 
7  years  of  age,  why  should  they  not  be  the  same  upon  those  of  from  7  to  18  or 
14.  If  children  of  5,  G  and  7  years  of  age  can  teach  each  other,  why  should  not 
children  of  14,  13  or  12.  But  it  is  said  a  child  cannot  teach  as  well  as  a  master — 
that  all  things  being  equal  he  could  not,  may  be  granted ;  but  such  is  not  the 
case  in  fact.  If  a  master  could  spend  ten  minutes  with  a  child  that  was  learning 
to  spell,  he  might  teach  it  better  than  a  monitor  but  little  older  than  himself; 
but  if  the  time  of  the  master  is  so  occupied  that  he  can  spend  but  one  minute 
upon  this  child,  and  the  monitor  can  spend  ten,  we  think  there  will  be  but  little 
doubt  under  whose  tuition  the  child  can  learn  most. 

"  But  again,  in  teaching  elements,  we  are  far  from  being  certain  that,  under 
proper  supervision,  the  child  may  not  be  the  best  instructor.  Children  who  as- 
sociate with  children  learn  to  talk  much  faster  than  those  who  associate  with 
adults ;  and  we  are  not  sure  that  the  principles  which  govern  in  the  one  case 
would  not  govern  in  the  other. 

"But  waiving  this  question,  and  granting  that,  if  a  teacher  were  limited  to  20 
or  30  pupils  he  would  teach  better  by  personal  instruction  than  upon  the  moni- 
torial system — what  has  this  decision  to  do  with  the  case?  Are  we  prepared  to 
establish  such  schools?  Are  there  anywhere  such  public  schools?  The  plain 
fact  is,  that  we  must  construct  a  S3'stem  upon  the  supposition  that  there  will  be 
from  J  50  to  200  scholars  to  a  teacher,  or  to  a  teacher  and  an  assistant.  Now  for 
such  schools  as  these,  we  are  inclined  to  believe  that  the  monitorial  system  is 
preferable.  So  far  as  our  observation  has  gone  we  frankly  declare,  that  the  pro- 
ficiency of  scholars,  under  the  same  circumstances  in  other  respects,  when  taught 
under  the  monitorial  system,  has  been  decidedly  superior  to  that  of  those  taught 
upon  the  common  system. 

"  But  although  these  have  been  the  views  of  your  committee,  they  are  far 
from  recommending  that  the  monitorial  system  be  at  once  adopted  in  all  our 
grammar  schools.  They  are  aware  of  the  uncertainty  of  theory,  and  that  many 
of  the  circumstances  necessary  to  success  in  any  particular  place,  may  have 
been  overlooked.  They,  however,  feel  fully  justified  in  recommending,  that  one 
of  the  public  schools  be  so  far  altered  as  to  be  established  upon  the  monitorial 
system,  and  that  thus  a  fair  trial,  open  to  the  inspection  of  the  public,  may  be 
made.  The  truth  of  the  question  can  thus  be  easily  settled,  by  allowing  every 
one  to  judge  for  himself.  The  expense  will  be  light,  and  the  advantage  which 
is  hoped  for,  is  most  important. 


168  Providence. 

"  With  regard  to  the  improvement  of  the  grammar  schools,  on  the  present 
system,  your  committee  have  but  little  to  remark.  Many  of  the  most  necessary 
improvements  would  certainly  flow  from  the  establishment  of  primary  schools, 
and  could  not  be  carried  into  effect  without  it.  Others  will  necessarily  arise 
from  a  more  punctual  superintendence  on  the  part  of  the  committee. 

"  Benefits  would  result,  in  the  opinion  of  your  committee,  from  introducing 
into  the  schools  some  system  of  rewards,  which  should  appeal  continually  to  the 
emulation  of  the  pupils.  This  may  be  arranged  in  a  variety  of  ways,  either  of 
which  would  accomplish  the  same  purpose,  if  it  applied  invariably  and  at  all 
times  to  every  individual.  Human  beings  may  be  governed  by  an  appeal  to  their 
love  of  character,  or  to  their  fears.  We  prefer  the  former,  as  more  kind  and 
more  successful. 

"  As  to  the  manner  in  which  a  high  school  should  be  conducted,  we  will  not 
here  hazard  any  opinion.  The  decision  on  this  subject  will  depend  so  much 
upon  the  branches  to  be  taught,  that  until  the  character  of  the  school  be  perma- 
nently settled,  any  opinion  would  be  manifestly  fruitless. 

"  In  closing  this  report,  your  committee  feel  obliged  to  assure  their  fellow- 
citizens,  that  it  is  utterly  in  vain  to  hope  for  a  valuable  course  of  public  instruc- 
tion without  a  thorough  and  active  system  of  supervision  on  the  part  of  the 
community.  Unless  the  schools  be  visited  frequently,  and  examined  thoroughly, 
and  unless  the  school  committees  determine  to  give  to  this  subject  all  the  atten- 
tion, and  reflection,  and  labor  necessary  to  carry  the  system  of  education  to  as 
great  a  degree  of  perfection  as  the  case  admits,  every  thing  will  be  fruitless. 
Without  this,  every  plan  of  education  will  fail,  and  with  it  almost  any  may  be 
made  to  succeed.  If  a  sufficient  number  of  gentlemen  can  be  found,  who  will 
devote  to  the  interests  of  the  rising  generation  a  half  day  every  month,  and  who 
will  so  combine  their  labors  as  to  produce  the  effect  of  a  particular  and  general 
supervision,  all  that  the  most  benevolent  could  wish  can  be  accomplished.  If 
such  men  cannot  be  found,  nothing  of  value  will  ever  be  done." 

The  report  closed  with  four  recommendations  : — 

"  1st.  That  the  school  committee  should  be  so  divided  as  to  constitute  a 
primary  and  a  grammar  school  committee,  and  this  committee  in  conjunction 
with  the  town  council,  to  be  charged  with  the  whole  business  of  the  public 
education. 

"2d.  That  primary  schools  for  the  instruction  of  children  from  four  to  seven 
years  of  age,  be  established  in  various  parts  of  the  town  under  the  superintend- 
ence and  direction  of  the  primary  school  committee. 

"  3d.  That  the  monitorial  system  be  immediately  tested  in  one  of  the  com- 
mon schools. 

"  4th.  That  a  public  high  school  be  established,  in  which  shall  be  taught  all 
the  branches  necessary  to  a  useful,  mercantile  and  classical  education." 

In  accordance  with  the  recommendations  of  the  foregoing  report, 
several  changes  were  made  in  the  school  system.  Primary  schools  were 
established,  embracing  children  between  the  ages  of  four  and  eight  years, 
and  placed  under  the  instruction  of  female  teachers,  the  principals  being 


Fourth  Epoch.  169 

paid  $175,  and  the  assistants  $100  per  annum.  This  arrangement  re- 
lieved the  grammar  masters  of  the  care  and  tuition  of  a  large  class  of 
small  children,  to  whom  it  was  impossible  for  them  to  give  much  per- 
sonal attention.  The  books  to  be  used  in  the  primary  schools  were, 
Union  Nos.  1,  2,  3,  and  the  New  Testament.  The  branches  to  be  taught 
in  the  Grammar  schools  were  to  be,  spelling,  reading,  the  use  of  cap- 
ital letters,  and  punctuation,  writing  and  arithmetic,  rudiments  of  book- 
keeping, English  grammar,  geography  and  epistolary  composition.  The 
books  to  be  used  were,  Union  Nos.  3,  4,  5  ;  American  First  Class  Book  ; 
Smith's  Arithmetic  ;  Murray's  abridgement  of  English  Grammar,  and 
Woodbridge's  small  Geography.  Walker's  Dictionary  was  the  standard 
for  pronunciation. 

The  monitorial  system,  after  a  fair  trial  of  a  few  years,  was  abandoned. 

During  the  year  1828,  a  school  for  colored  children  was  established, 
the  teacher  receiving  8-100  per  annum.  This  school  was  opened  on 
Meeting  street.  At  a  subsequent  period  (1837),  another  school  was 
opened  on  Pond  street.  In  1865,  both  schools  were  abolished,  since 
which  time  colored  children  have  attended  school  with  the  whites. 

In  1820,  Noyes's  system  of  penmanship  was  introduced,  and  teachers 
were  directed  to  instruct  their  pupils  how  to  make  pens.  They  were 
also  directed  "  not  to  permit  any  scholar  to  learn  or  practice  any  orna- 
mental penmanship  at  school  in  school  hours." 

A  General  View  of  Education — Its  Methods. 

There  were  many  points  touching  the  subject  of  education  which  had 
not  yet  been  wrought  into  a  system  that  might  with  confidence  be  ac- 
cepted. What  to  teach?  Mow  to  teach?  and  how  should  discipline  be 
administered?  were  questions  that  needed  further  elucidation.  It  was 
believed  by  the  friends  of  education  that  the  public  schools  could  be 
greatly  benefited  by  presenting  to  teachers  such  methods  of  instruction 
and  discipline  as  experience  had  proved  to  be  successful.  In  this  view, 
a  meeting  of  gentlemen  interested  in  the  cause  of  education  was  held  in 
the  Providence  Town  House,  in  May,  1831,  at  which  President  Wayland 
presided.  At  this  meeting  two  committees  were  appointed,  one  to  con- 
sider and  report  upon  lyceums  and  similar  institutions,  then  in  vogue, 
designed  to  promote  the  cause  of  popular  education  ;  and  the  other  to 
consider  and  report  upon  the  then  present  state  of  schools,  and  what  im- 
provement, if  any,  could  be  made  in  discipline  and  instruction.  At  an 
adjourned  meeting,  May  17th,  1832,  both  committees  submitted  reports, 
which  were  accepted  and  a  motion  made  that  the}*  be  printed.     The  first 


170  PllOVIDENCE. 

committee  withdrew  their  report,  and  that  of  the  second  committee  was 
published.  It  was  from  the  pen  of  Oliver  Angell,  an  experienced  edu- 
cator, and  is  here  preserved  as  a  part  of  the  tale  of  the  past : 

"The  committee  appointed  'to  take  into  consideration  the  present  state  of 
schools,  and  to  report  generally  thereon ;  and  also  what  improvement,  if  any, 
can  be  made  in  the  discipline  or  instruction  thereof,'  beg  leave  to  report : — 

"  That  in  pursuance  of  the  object  for  which  they  were  appointed,  it  appeared 
to  them  necessary  to  obtain,  if  possible,  from  each  town  in  the  State,  a  state- 
ment of  the  number  of  schools,  public  and  private;  th<;  number  of  scholars  in 
each ;  what  portion  of  the  year  the  schools  are  continued,  and  what  sum  is 
annually  appropriated  by  the  town,  in  addition  to  the  sum  received  from  the  State, 
for  the  purposes  of  education.  To  obtain  this  information,  they  addressed  circu- 
lars to  respectable  individuals  in  each  town,  requesting  a  statement  of  the  above 
mentioned  particulars.  Through  the  politeness  of  many  of  the  gentlemen  to 
whom  these  circulars  were  directed,  and  by  personal  inquiry,  we  are  able  to 
present  the  annexed  detailed  statement. 

';  The  law  establishing  public  schools  in  this  State,  is  of  recent  date.  It  can- 
not, therefore,  be  expected  that  your  committee  will  be  able  to  state  any  facts 
showing  the  comparative  increase  of  information  farther  than  may  be  deduced 
from  the  increased  number  of  schools.  Your  committee  perceive,  both  trom  the 
reports  which  they  have  received  from  the  several  towns  and  from  personal 
observation,  that  the  system  of  public  schools  has  not  yet  acquired  that  stability 
and  uniformity  which  it  undoubtedly  will  attain,  after  a  little  more  experience 
and  a  more  general  interchange  of  opinions  and  feelings  on  the  subject  of  edu- 
cation, between  the  intelligent  and  influential  citizens  of  the  different  towns. 
If  some  regular  plan  could  be  devised  by  which  this  mutual  interchange  of  views 
on  this  important  subject  might  be  promoted,  your  committee  think  it  would 
greatly  facilitate  the  progress  of  education  through  the  State. 

"  We  find  that  in  some  of  the  districts  there  are  not  yet  convenient  houses  or 
rooms  provided  for  the  accommodation  of  the  schools,  but  this  deficiency  will 
probably  soon  be  supplied.  Considerable  difficulty  has  also  been  experienced  in 
some  towns  in  the  location  of  school-houses  so  as  to  meet  the  convenience  of 
the  inhabitants.  When  the  deficiency  in  school-houses  shall  be  remedied,  the 
difficulties  attending  their  location  removed,  and  a  regular  and  systematic  plan 
established  in  every  town,  the  benefits  resulting  to  the  community  from  this  best 
of  all  establishments  of  our  State,  will  become  more  obvious. 

"  In  this  stage  of  our  report,  we  find  it  necessary  to  advert  to  a  subject  which 
we  deem  of  primary  importance  :  we  allude  to  the  qualifications  of  teachers. 
However  numerous  may  be  our  schools,  and  however  munificent  may  be  the 
appropriations,  either  by  the  legislature  or  the  towns,  if  placed  under  the  man- 
agement of  unqualified  or  unskilful  teachers,  much  of  the  benefit  which  might 
otherwise  result  from  them  must  inevitably  be  lo&t.  The  impropriety  of  placing 
any  person  of  immoral  character  in  charge  of  a  school,  is  so  obvious  that  we 
think  any  comments  upon  this  point  unnecessary  We  believe  that  the  good 
sense  and  virtue  of  the  citizens  of  this  State  will  be  a  sufficient  barrier  to  every 
imposition  of  this  nature.  But  a  good  moral  character,  although  indispens- 
able, is  not  the  only  qualification  of  a  teacher.     To  be  useful  and  successful,  he 


Fourth  Epoch.  171 

must  have  a  good  knowledge  of  what  he  attempts  to  teach  to  others,  as  well  as 
judgment  and  skill  in  the  manner  of  teaching.  We  are  aware  of  the  difficulty 
which  exists  in  procuring  teachers  possessing  all  the  requisite  qualifications.  It 
is  a  difficulty  not  peculiar  to  this  State,  but  exists  in  a  greater  or  less  degree  in 
every  State  and  probably  in  every  town.  We  are  sensible,  also,  that  the  compen- 
sation usually  allowed  to  teachers,  especially  in  country  schools,  is  not  and,  from 
the  nature  of  the  case,  cannot  be  such  as  always  to  command  the  best  talents. 
But  those  who  may  be  obtained  for  the  moderate  compensation  thus  allowed, 
might  render  themselves  much  more  useful  were  they  to  take  as  much  pains  in 
preparing  themselves,  as  is  deemed  necessary  in  almost  any  oilier  employment 
in  life.  In  one.  at  least,  of  our  sister  States,  an  institution  has  been  established 
for  the  express  purpose  of  qualifying  young  men  for  teaching.  Perhaps  this  is 
the  only  feasible  means  of  remedying  the  deficiency  which  is  at  present  so  much 
a  matter  of  complaint. 

"  It  is  a  position  well  established  that,  "  on  the  early  and  correct  education  of 
youth,  depends  the  ultimate  success  of  every  rational  enterprise  for  the  intellect- 
ual and  moral  improvement  of  man."  On  this  early  and  correct  education 
depend,  also,  in  a  great  measure,  the  preservation  of  our  liberties  and  the  con- 
tinuation of  the  present  free  institutions  of  our  country.  Deeply  impressed, 
therefore,  with  the  importance  of  the  occupation,  both  in  a  moral  and  political 
point  of  view,  your  committee  would  present  the  suoject  of  the  qualifications  of 
teachers  as  one  deserving  the  most  serious  and  attentive  consideration. 

"  Respecting  the  branches  to  be  taught  in  our  public  schools,  your  committee 
would  hazard  a  very  few  remarks.  While  we  admit  that  spelling,  reading, 
writing  and  arithmetic  are  the  most  essential,  and  although  we  would  by  no 
means,  have  any  others  introduced  to  the  exclusion  or  detriment  of  any  one  of 
these,  we,  nevertheless,  think  there  is  an  error  in  limiting  the  schools  exclusively 
to  these  branches.  More  than  these  can  be  successfully  taught  in  almost  every 
school  in  our  State.  It  is  true  that  in  some  of  our  public  schools,  grammar  and 
geography  are  partially  taught,  but  this  in  not  enough:  the  standard  of  our 
schools  should  be  raised;  the  branches  should  be  extended,  at  least,  so  far  as 
that  those  of  every  day  use  in  life,  may  be  embraced.  There  are  but  few  persons 
who  have  not  occasion,  in  the  course  of  their  lives,  to  express  their  ideas  on 
paper,  either  in  an  epistolary,  or  some  other  form,  yet  how  often  is  it  the  case 
that  when  a  necessity  exists  for  an  attempt  of  this  kind  the  task  is  entered  upon 
with  the  greatest  reluctance  from  a  consciousness  of  inability  to  write  with  any 
degree  of  correctness.  We  submit  it,  therefore,  as  a  very  important  question  to 
school  committees,  whether  in  every  school,  excepting  those  for  very  young 
children,  the  more  advanced  scholars  should  not  be  taught  to  express  their  ideas 
in  writing,  and  the  proper  method  of  arranging  sentences.  A  very  little  practice 
in  youth  will  render  the  task  of  writing  a  common  letter  comparatively  easy. 
Most  of  us  are  frequent  witnesses  of  the  deplorable  deficiency  which  exists  in 
this  particular.  A  proper  use  of  the  capitals  and  some  general  rules  for  pointing 
sentences,  are  very  readily  learned  at  school;  but  if  not  learned  there,  they  are 
seldom  learned  at  all ;  and  whenever,  in  after  life,  a  written  communication  is 
required,  this  deficiency  in  their  early  education  is  most  sorely  felt. 

"Another  essential,  and  as  we  think  indispensable  acquirement,  is  a  know- 
ledge of  accounts,  but  of  this  we  shall  say  more  in  connection  with  another 


172  Providence. 

subject.  All  these  and  more,  it  is  believed  by  your  committee,  may  be  advanta- 
geously taught  in  our  public  schools,  without  detriment  to  the  more  elementary 
branches.  Teachers  frequently  complain  that  they  have  no  time  for  such 
exercises ;  but  we  would  earnestly  recommend  to  them  to  make  the  attempt. 
If  school  committees  should  require  these  branches  to  be  taught  in  their  schools- 
teachers,  if  not  already  qualified,  would  find  it  necessary  to  prepare  themselves 
to  teach  them. 

"Upon  the  question,  'whether  any,  and  if  any,  what  improvement  may  be 
made  in  the  discipline  or  instruction  of  schools,'  your  committee  do  not  hesitate 
to  reply,  that  it  is  decidedly  their  opinion  much  improvement  may  be  made  both 
in  the  discipline  and  mode  of  instruction  now  generally  adopted  in  our  public 
schools.  The  committee  are  aware  that  this  is  a  delicate  subject,  and  in  the  few 
remarks  they  may  offer  they  feel  constrained  to  speak  cautiously.  They  cannot 
forbear,  however,  suggesting  a  few  things  in  relation  to  this  part  of  their  duty 
without  presuming  to  censure,  or  to  prescribe  in  what  manner  every  school  shall 
be  taught  and  governed. 

"  There  are  two  extremes  into  which  communities  as  well  as  individuals  are 
apt  to  fall.  The  one  is  a  hasty  adoption  of  every  new  thing  which  happens  to 
be  cried  up  as  an  improvement;  the  other  is  a  pertinacious  adherence  to  old 
established  customs  and  usages,  however  obvious  their  inconvenience  or  their 
defects.  To  these  extremes,  schools  for  elementary  education  have  been  pecul- 
iarly subject.  While  in  some  of  them,  no  one  system  has  been  pursued  long 
enough  to  test  its  utility  or  unfitness,  in  others  it  has  been  deemed  almost 
sacrilegious  to  depart  a  single  step  from  the  ancient  mode  of  instruction  and 
government.  Either  of  these  extremes  is  unspeakably  injurious  to  the  cause  of 
education.  That  great  improvements  have  been  made  both  in  the  means  and 
method  of  imparting  instruction  to  youth,  it  is  believed  none  who  have  been  at 
all  conversant  with  the  subject  will  deny;  but  in  niairy  places,  a  rooted  attach- 
ment to  established  rules  and  preconceived  notions  have  prevented  the  benefits 
which  might  have  resulted  from  the  adoption  of  these  improvements.  Why  is 
it,  Ave  would  ask,  that  so  many  teachers  have  failed  in  their  attempts  to  com- 
municate instruction  to  the  youthful  mind?  Why  have  so  many  parents  and 
patrons  of  schools  so  much  cause  to  lament  the  ill  success  of  their  exertions  in 
endeavoring  to  promote  the  education  of  their  children?  Your  committee  think 
it  has  been  owing  in  a  great  measure,  to  mistaken  views  on  the  subject.  We 
think  there  has  been  a  mistake  both  in  the  theory  and  practice  of  teaching. 
Instead  of  considering  and  treating  children  as  rational  beings,  strongly  actuated 
by  the  passions  of  shame,  of  pride,  of  emulation,  of  hope  and  despair;  instead 
of  reflecting  that  they  possess  a  mind  in  embryo,  susceptible  of  deep  and  lasting 
impressions  made  upon  it  through  the  medium  of  the  above  named  passions, 
we  very  much  fear  they  are  too  often  considered  and  treated  as  beings  entirely 
passive;  as  incapable  of  receiving  any  impressions  but  such  as  are  forced  upon 
them  by  a  compulsory  process. 

"  The  passion  of  fear  is  one  which  children  manifest  earlier  and  more  distinctly 
than  any  other.  This  has  been  seized  upon  as  Ave  think  injudiciously  by  some 
teachers,  as  if  it  were  the  only  avenue  by  which  approaches  could  be  made  to  the 
understanding  of  the  child.  Acting  upon  this  principle,  it  is  easy  to  see  what 
must  be  the  course  of  discipline  and  instruction.     The  teacher  at  once  arrays 


Fourth  Epoch.  173 

himself  in  terror,  and  the  whole  business  of  teaching  and  governing  must  be  a 
system  of  coercion.  Our  opinion  is,  that  where  this  system  is  pursued,  there  is 
great  danger  of  creating  in  the  pupils  a  morbid  sensibility,  a  stubborness  of 
temper,  a  hatred  of  the  school  and  whatever  is  connected  with  it.  It  operates 
as  a  check  upon  all  the  better  feelings  of  the  scholar,  and  it  will  be  a  fortunate 
circumstance  if  it  does  not  create  a  hardened  indifference  to  improvement  of 
every  kind.  On  the  subject  of  corporal  punishment  we  fear  to  express  all  we 
feel.  As  a  system  of  government  it  is  decidedly  objectionable,  and  we  think  if 
it  must  he  used,  it  should  be  used  only  as  a  last  resort. 

"It  belongs  not  to  us  to  point  out  all  that  we  consider  faults,  either  in  teach- 
ing or  discipline,  but  we  will  briefly  express  our  views  respecting  some  of  those 
faults  which  have  a  tendency  to  defeat  the  ends  for  which  public  schools  have 
been  established.  We  have  no  hesitation  in  stating  what  we  consider  one  of 
the  greatest  faults  in  teaching,  and  the  (me  from  which  almost  all  others  spring: 
it  is  a  departure,  from  nature.  Children  may  be  compared  to  young  and  tender 
plants.  When  we  wish  to  rear  these  in  the  utmost  perfection  what  course  do 
we  pursue?  We  surely  would  not  heap  upon  them  piles  of  rubbish,  for  this  we 
know  would  crush  them  at  once.  Neither  would  we  pour  upon  them  a  constant 
deluge  of  water,  which  would  soon  destroy  their  vitality.  Even  '  the  sturdy 
oak  which  defies  the  tempest,'  springs  from  a  tender  and  pliant  twig,  which  may 
be  easily  destroyed  or  fashioned  to  an  unshapely  shrub.  While  the  vital  sap  of 
the  young  tree  is  passing  from  its  root  to  its  brandies,  do  we  surround  it  with 
snow  and  ice  to  promote  its  growth?  Should  we  not  rather  cherish  every 
spontaneous  effort  and  gently  clip  those  excrescences  which  would  render  the 
tree  unsightly  or  unfruitful?  Let  it  not  be  said  the  two  cases  are  not  analogous. 
If  the  principle  be  applied  to  the  physical  powers  of  children  we  know  it  is 
correct.     And  why  not  as  applicable  to  their  mental  powers? 

"  If  parents  and  teachers,  in  their  attempts  to  communicate  knowledge  to 
the  youthful  mind,  and  to  train  up  children  to  usefulness  and  respectability  in 
life,  would  closely  adhere  to  the  principles  followed  by  the  experienced  farmer  and 
the  skilful  horticulturist  in  rearing  their  grain,  their  plants  and  their  trees,  they 
could  scarcely  fail  of  success.  An  obvious  departure  from  these  principles  is 
the  practice  too  common  both  with  parents  and  teachers  of  crowding  the  memory 
of  children  with  a  mass  of  unintelligible  matter,  answering  no  other  purpose 
than  to  display  the  wonderful  memory  of  the  wonderful  child,  while  every  other 
faculty  of  the  mind  is  left  uncultivated  and  unfostered.  We  view  it  as  a  matter 
of  the  first  consequence  in  teaching,  that  nothing  be  presented  to  the  mind  of 
the  scholar  which  he  cannot  understand.  Whatever  is  unintelligible  is  not  only 
useless,  but  its  effect  upon  his  mind  is  decidedly  bad. 

"  It  is  an  axiom  that  those  means  are  best  which  are  best  fitted  to  accomplish  the 
end  proposed.  The  design  of  education  undoubtedly  is,  to  develop,  strengthen  and 
bring  to  maturity  the  mental  powers,  to  give  them  a  right  direction,  and  thus  to. 
prepare  youth  for  the  scenes  and  duties  of  active  life.  What  then  are  the 
means  best  adapted  to  the  accomplishment  of  this  great  end?  Surely  not  those 
which  call  into  exercise  one  single  faculty  of  the  mind  only,  while  ail  the  rest 
are  left  to  spring  up  spontaneously,  or  to  rest  in  total  inaction.  Viewing  it,  there- 
fore, as  absolutely  essential  that  in  teaching,  all  these  powers  should  be  brought 
into  exercise,  your  committee  would  recommend  oral  instruction  as  best  fitted 


174  Peovidence. 

to  produce  this  important  result.  By  this  mode  of  teaching,  children  are  neces- 
sarily led  into  the  habit  of  thinking  and  reasoning  upon  every  thing  they  learn. 
What  they  do  learn,  therefore,  they  learn  intellectually  and  not  mechanically. 

"  We  think  tins  mode  of  teaching  furnishes  many  opportunities  of  imparting 
useful  instruction,  which  are  not  presented  by  the  other  mode.  We  do  not, 
however,  by  this  recommendation,  mean  to  imply  that  books  ought  to  be  dis- 
pensed with  in  teaching.  On  the  contrary,  we  think  them  useful  auxiliaries  and 
absolutely  esseutial  in  every  school.  But  we  think  books  are  too  closely  adhered 
to,  especially  in  the  departments  of  arithmetic,  geography  and  grammar.  We 
believe  these  may  be  taught,  and  much  more  successfully  and  practically  taught, 
by  oral  instruction,  using  the  books  merely  for  reference.  The  time  devoted  to 
committing  to  memory  the  solid  contents  of  books,  we  think  not  the  most 
usefully  employe  1.  Time,  to  children,  is  all  important.  In  those  towns  where 
schools  are  continued  through  the  year,  and  where  children  have  the  opportunity 
of  attending  them  constantly  from  infancy  upward,  the  loss  of  a  portion  of  their 
time  may  not  prove  a  very  serious  calamity,  although  even  under  these  circum- 
stances it  ought  if  possible  to  be  avoided.  But  in  the  country  towns,  where 
schools  are  supported  but  a  part  of  the  year,  tins  loss  is  a  very  serious  evil. 
Where  a  scholar  has  the  privilege  of  attending  school  but  three  months  in  the 
year,  and  is  obliged  to  lose  a  considerable  portion  of  that  time  by  unskilful 
teaching,  his  progress  must  necessarily  be  slow,  and  he  will  probably  feel  the 
embarrass!!  ids  resulting  from  this  loss  of  time,  throughout  his  whole  life.  On 
the  subject  <  teaching  arithmetic,  we  would  simply  suggest  the  expediency  of 
dispensing  ith  the  use  of  manuscript  ciphering  books,  especially  in  schools  of 
limited  durat ion,  and  that  most  if  not  all  arithmetical  questions  be  proposed 
directly  by  t  .  ■  teacher;  that  these  questions  be  of  a  practical  nature,  designed 
to  habituate  the  pupil  to  a  readiness  of  calculation  in  the  ordinary  concerns  of 
life.  Wise,  scholars  arc  sufficiently  familar  with  the  fundamental  rules  of  arith- 
metic, and  their  hand- writing  will  admit  of  it,  we  would  recommend  to  them 
the  subjecl  of  book-keeping  as  a  valuable  substitute  for  their  manuscript 
ciphering  i  oks.  This  is  a  branch  of  knowledge  of  so  great  and  so  general 
utility  that  e  cannot  forbear  recommending  it  to  school  committees  as  a  branch 
that  should  aught  in  every  school.     Book-keeping  by  single   entry,  is  very 

easily  learned,  and  when  learned  will  probably  never  be  forgotton.  We  think 
much  time  .;  y  be  saved  to  the  pupil  also,  in  the  study  of  geography  and  gram- 
mar, by  ado  ing  the  oral  method  of  teaching  them.  This  method  may  require 
more  exerti  •  :■  md  labor  in  the  teacher,  but  his  remuneration  will  be  the  more 
rapid  advance  of  his  scholars. 

"In  connection  with  what  we  have  already  stated  on  the  subject  of  intellect- 
ual teaching,  we  take  the  liberty  to  recommend,  as  a  most  valuable  auxiliary, 
the  simple  school-apparatus,  designed  to  elucidate  the  elementary  principles  of 
astronomy,  natural  philosophy  and  mechanics.  In  the  schools  where  this  has 
been  used,  it  has  produced  the  happiest  results. 

"  Our  only  apology  for  entering  thus  far  into  the  details  of  teaching  is,  an 
earnest  desire  that  the  youth  of  our  State  may  enjoy  all  the  advantages  intended 
by  our  legislators  from  the  invaluable  establishment  of  public  schools.  We 
have  not  considered  ourselves  as  censors  of  the  schools,  neither  have  we 
intended  to  express  our  views  in  the  spirit  of  dictation. 


Fourth  Epoch.  175 

have  made  have  arisen  from  no  personal  or  local  feelings,  but  from  a  wish  to 
discharge  the  duties  entrusted  to  us  under  a  conviction  of  their  importance  to 
the  community. 

"  Upon  a  review  of  the  subject,  your  committee  find  much  cause  for  congratu- 
lation in  the  increased  and  increasing  means  of  education  in  the  State.  There 
is  not  a  town  in  which  all  the  children  may  not  have  the  means  of  acquiring  a 
common  school  education,  and  when  we  consider  the  nature  of  our  institutions, 
and  how  much  their  preservation  depends  on  the  general  spread  of  information 
and  on  the  correct  morals  of  our  youth,  we  have  much  cause  to  rejoice  at  the 
present  favorable  prospects,  and  we  look  forward  to  the  period  when  Rhode 
Island  shall  be  as  celebrated  for  the  facilities  afforded  to  education  as  she  now  is 
for  her  industry  and  manufactures. 

"  Respectfully  submitted, 

"Oliver  Axgelt, 

"  For  the  Committee." 

The  Schools  Under  a  City  Charter. 

In  1832,  the  town  of  Providence  commenced  a  chartered  existence  as 
a  city.  The  change  from  the  more  primitive  forms  under  which  its  af- 
fairs had  been  conducted,  in  nowise  militated  against  the  interests  of 
the  public  schools.  In  some  respects  an  advantage  was  gained,  espe- 
cially in  matters  requiring  prompt  action.  In  the  first  Mayor,  Hon. 
Samuel  W.  Bridgham,  the  cause  of  public  education  found  a  devoted  and 
enlightened  supporter  In  his  inaugural  address  he  expressed  himself  in 
the  following  words  : 

"Under  the  act  establishing  free  schools,  passed  by  the  General  Assembly  in 
January,  A.  D.  1828,  it  is  necessary  that  an  appropriation  to  a  certain  extent 
should  be  made  by  the  city,  for  the  purpose  of  supporting  such  schools,  in  order 
to  entitle  the  city  to  receive  out  of  the  State  treasury  its  proportion  of  the 
money  appropriated  by  the  legislature  to  that  object.  I  therefore  recommend 
this  subject  to  your  early  attention.  It  is  a  subject  of  the  deepest  interest  to 
the  community.  In  a  free  government,  education,  which  elevates  the  mind, 
diffuses  virtue,  and  leads  to  virtue,  is  the  surest  foundation  of  freedom  and 
public  safety.  Without  free  schools  a  portion  of  the  community  are  cast  into 
obscurity,  and  oftentimes  intellect  of  the  first  order  is  lost  to  its  possessor  and 
to  the  world.  Children  of  the  poor  as  well  as  of*  the  rich,  ought  to  be  instructed 
both  in  letters  and  in  morals,  and  no  state  of  society  can,  in  my  opinion,  excuse 
the  neglect  of  it.  The  opulent  cannot  bestow  a  portion  of  their  wealth  more 
benevolently,  nor,  I  humbly  conceive,  more  for  their  true  interest  than  by  apply- 
ing it  to  this  object  If  they  wish  to  live  in  a  community  peaceably,  orderly, 
free  from  excess,  outrage  and  crime,  let  them  promote  by  their  wealth  and  their 
influence  the  cause  of  education.  They  will  find  both  their  interest  and  their 
happiness  in  it.  By  looking  over  the  catalogue  of  offenders  it  will  be  found 
that  vice  of  every  kind  and  degree  most  generally  springs  from  ignorance.     The 


176  Providence. 

want  of  learning  and  of  moral  instruction  generally  leads  to  idleness,  to  dissi- 
pation and  to  crime,  and  often  ends  in  ruin.  The  town  of  Providence  lias  taken 
a  lead  in  the  good  work  of  education,  highly  honorable  to  the  community. 
*  *  *  And  I  hazard  the  assertion  that  few,  if  any,  institutions  of  the  kind  in 
our  country  are  better  established,  regulated  and  conducted,  or  prove  more 
useful  to  the  public." 

The  first  school  committee  under  the  charter  was  composed  of  the  fol- 
lowing gentlemen  :  Samuel  W.  Bridgham,  President ;  Dexter  Thurber, 
Charles  Holden,  John  H.  Ormsbee,  William  T.  Grinnell,  Henry  R.  Green, 
Asa  Messer,  George  Curtis,  -Moses  B.  Ives,  Robert  H.  Ives,  Peter  Pratt, 
Thomas  II.  Webb,  Frederick  A.  Farley,  William  Aplin,  George  Baker, 
Alexis  Caswell,  David  Pickering,  Pharcellus  Church,  Robert  Knight, 
Robert  E.  Patteson. 

"  In  August,  1835,  a  special  effort  was  made  in  the  school  committee  to  im- 
prove the  character  and  increase  the  number  of  schools  under  their  care.  It 
was  urged  by  some  of  the  members  of  that  body,  that  the  establishing  of  a  high 
school,  in  which  the  older  and  more  advanced  boys  might  pursue  the  higher 
branches  of  an  English  education,  would  tend  to  improve  the  grammar  schools. 
It  was  urged  that  the  removal  of  these  pupils  from  the  grammar  schools  would 
allow  the  masters  to  devote  their  attention  to  the  mass  of  their  scholars,  instead 
of  to  a  few  already  advanced  beyond  the  common  studies,  and  engaged  in  pur- 
suing the  higher  branches.  It  was  also  urged  that  the  establishment  of  a  high 
school  would  afford  a  healthful  stimulus  to  the  boys  in  the  grammar  schools, 
and  urge  them  onward  in  their  studies,  in  order  that  they  might  become  quali- 
fied for  admission  to  such  a  school. 

"  The  subject  was  referred  to  a  special  committee  with  instructions  to  exam- 
ine into  the  expediency  of  having  a  '  free  high  school '  established,  and  to  re- 
port the  result  of  their  examination.  This  committee  presented  a  report  in  the 
form  of  a  series  of  resolutions,  which  were  adopted  by  a  vote  of  two-thirds  01 
the  school  committee.  Among  these  resolutions  was  the  following  :  '  That  it 
is  highly  desirable  and  expedient  that  a  high  school  should  be  established  in  this 
city,  for  the  instruction  of  young  men  in  the  higher  branches  of  a  good  English 
education;  and  that  said  high  school  be  established  by  this  committee,  should 
a  provision  tor  the  same  be  made  by  the  city  government.'"* 

The  city  council  appears  not  to  have  been  ready  to  recede  to  this 
recommendation,  and  voted  that  it  was  then  inexpedient  to  establish  a 
high  school. 

In  1835,  the  salaries  of  masters  were  raised  to  SGOO,  and  of  ushers  to 
$300  per  annum.  Tl.e  committee  in  their  repoit  to  the  city  council  this 
year  say  : 

*  Barnard's  R.  I.  School  Report,  p. 


Fourth  Epoch.  177 

"  Xo  measure  lias  been  omitted  which  tliey  deemed  necessary,  and  was  in  their 
power  to  adopt  for  the  promotion  of  the  good  of  the  institutions  of  which  they 
have  had  the  superintendence.  The  time  and  labor  of  the  committee  have  been 
largely  taxed,  but  they  do  not  complain  of  the  burthen,  deeming  their  efforts  to  have 
been  made  in  a  good  cause,  and  trusting  that  those  efforts  will  not  prove  to 
have  been  made  in  vain.  They  have  visited  the  schools  under  their  charge  reg- 
ularly every  quarter  agreeably  to  law,  and  at  other  times  according  to  their  own 
rules,  regulations  and  by-laws.  The  schools  are  now  in  as  good  condition,  and 
promise  as  much  usefulness,  as  at  any  former  period." 

In  183G,  female  assistants  were  for  the  first  time  employed  in  the 
grammar  schools.  The  ushers  were  not  at  once  removed,  but  whenever 
vacancies  occurred  in  their  places  they  were  filled  by  the  appointment  of 
two  female  assistants,  at  a  salary  of  $175  per  annum.*  In  the  course  of 
a  year  or  two,  all  the  ushers  having  resigned,  female  assistants  were  em- 
ployed in  all  the  grammar  schools  of  the  city.  About  this  time  Goold 
Brown's  Grammar,  Field's  Geography  and  Atlas,  and  the  National  Reader 
were  introduced  into  the  grammar  schools,  and  Emerson's  First  Part  and 
the  American  Popular  Lessons  were  introduced  into  the  primary  schools.! 

Further  Reconstruction  Proposed. 

The  arrangements  made  under  the  reconstruction  of  1828,  worked 
satisfactorilj'  for  several  years  ;  but  with  the  growth  of  population  in 
Providence  the  schools  became  crowded  to  an  extent  requiring  relief  b}T 
the  erection  of  more  school  houses.  Certain  changes  to  give  the  schools 
increased  efficiency  were  also  needed.  The  Mechanics'  Association,  ever 
watchful  of  these  interests,  brought  the  subject  to  the  attention  of  the 
city  council  early  in  1837,  in  an  earnest  memorial  written  b}r  George 
Baker,  Esq.,  President  of  the  Association,  and  for  many  years  an  active 
member  of  the  school  committee.  It  was  a  clear-sighted  paper,  looking 
to  present  and  future  wants,  and  as  a  part  of  the  history  of  the  public 
schools  specially  valuable,  showing  as  it  does  the  common  sentiment  of 
the  body  he  represented,  and  the   readiness  of  its  members,    who  com- 

*  The  first  female  appointed  to  this  position  was  Miss  Avis  W.  Lockwood.  She  had 
been  preceptress  of  the  girls' school  established  in  the  fourth  district  in  1827,  and  "was 
continued  in  the  same  place  when  that  school  was  made  a  primary,  in  1828. 

jFroin  1828  to  183G,  the  teachers  of  the  primary  schools,  so  far  as  ascertained,  were: 
Carr,  Ann  J.  Ware,  Sarah  P.  Church,  Mary  Ann  Davis,  Avis  W".  Lockwood,  Har- 
riet Fisher,  Eliza  P.  Delano,  Sarah  Pratt,  Abby  R.  Thornton,  Mary  Godfrey,  Emily  Phil- 
lips, Hannah  Farnum,  Ann  Page,  Rosa  A.  Grafton,  Elizabeth  E.  Brown,  Sarah  A,  Hay- 
ford,  Eliza  Thurber,  Ruth   Winchester,  Abby  S.Cooke,  Abby  B.  Hay  ford,  W.   Walker, 

Elizabeth  It.  Little, Tillinghast  (colored  school),  Almy  E.  Spaulding,  Diana  Bragg, 

Sarah  W.  Arnold,  Emelinc  A.  Vinton,  Harriet  Wood,  Mary  C.  Bragg,  L.  G.  Lincoln,  Sutan 
Lincoln. 

12 


178  Providence. 

posed  "  a  large  portion  of  the  heads  of  families  of  the  city,"  to  cheerfully 
meet  the  increased  expense  to  be  incurred  in  carrying  out  the  desired 
change.     The  memorial  is  as  follows  : 

"  To  the  City  Council  of  the  City  of  Providence: 

"  The  undersigned,  in  behalf  of  the  Providence  Association  of  Mechanics  and 
Manufacturers,  respectfully  represent  :     That 

"At  a  meeting  of  the  Association,  held  on  Monday  evening,  January  30,  1837, 
the  accompanying  resolutions  were  unanimously  adopted  : 

"  Besolved,  That  no  subject  can  be  of  more  importance  to  the  inhabitants  of 
this  city,  than  the  education  of  the  rising  generation. 

"  Resolved,  That  as  the  members  of  this  Association  were  the  pioneers  in  the 
establishment  of  the  public  schools,  they  manifested  a  most  laudable  zeal  on 
that  subject. 

"Besolved,  That  the  public  schools  of  this  city  come  far  short  of  the  wants  of 
the  community,  and  are  much  inferior  in  their  character  to  the  public  schools  in 
the  neighboring  cities. 

"Besolved,  That  the  public  schools  can  and  ought  to  be  made  equal  to  the 
private  schools,  so  far  as  relates  to  the  common  branches  now  taught. 

"  Besolved,  That  two  of  the  greatest  evils  now  existing,  as  respects  public 
school  instruction,  are  the  great  number  of  scholars  in  each  school,  and  the 
small  salaries  paid  to  the  teachers. 

"  Besolved,  That  an  increased  number  of  public  schools  ought  to  be  established 
in  this  city  as  soon  as  practicable. 

"Besolved,  That  a  committee  be  appointed  to  draft  a  memorial  to  the  city 
council,  on  the  subject  of  public  schools,  in  conformity  with  the  recommenda- 
tion of  the  select  committee,  to  report  at  an  adjourned  meeting,  to  beheld  on 
Saturday  evening  next. 

"In  accordance  with  said  resolutions,  the  following  memorial  was  reported 
and  approved  at  the  adjourned  meeting,  and  directed  to  be  signed  by  the  Presi- 
dent and  Secretary,  and  presented  to  the  city  council. 

"  Your  memorialists  have  long  considered  that  public  schools,  as  at  present 
conducted  in  this  city,  are  wholly  inadequate  to  the  wants  of  the  community,  and 
fall  far  short  of  what  might  be  expected  from  its  present  opulence.  It  is  the 
opinion  of  this  Association,  that  unless  a  more  liberal  system  of  public  education 
is  pursued,  the  children  of  the  poorer  classes  must  grow  up  in  comparative  ig- 
norance; and  that  the  laxity  of  morals,  and  loss  of  an  honest  pride  in  their  own 
capacities,  which  would  result  from  this  state  of  things,  would  more  than  out- 
weigh the  increased  expense  which  would  be  necessary  to  arrest  it. 

"Your  memorialists  have  been  struck  with  one  fact,  to  which  they  would  re- 
spectfully solicit  particular  attention.  It  has  been  argued  by  some,  (and  perhaps 
the  argument  has  attracted  the  consideration  of  your  honorable  body),  that  the 
instruction  of  youth  in  the  public  schools  is  a  heavy  tax  upon  the  middling 
classes,  without  an  adequate  return,  as  they  do  not  participate  in  the  benefit  of 
this  public  instruction.  This  argument,  which  is  evidently  weighty  in  the 
present  condition  of  these  schools,  would  be  destroyed  if  they  were  raised  to  the 
condition  desired  by  your  memorialists.     Why  is  it  that  the  middling  classes  do 


Fourth  Erocn.  179 

not  become  participants  in  this  instruction?  There  is  evidently  but  one  reason. 
They  perceive  that  the  crowded  state  of  the  schools  alone,  would  prevent  proper 
attention  to  the  pupil ;  and  the}'  are  aware  that  with  the  small  sum  which  the 
instructors  receive,  it  is  difficult  to  procure  and  retain  the  services  of  competent 
persons  to  till  the  station.  But  let  the  schools  be  made  so  numerous  that  the 
scholars  may  receive  as  much  attention  as  they  do  in  the  private  schools,  and  let 
the  salaries  be  so  large  as  to  induce  men  of  equal  ability  to  take  charge  of  them, 
and  that  which  is  now  considered  as  a  tax,  would  then  be  viewed  as  an  allevia- 
tion of  one  of  the  heaviest  burdens  put  upon  the  middling  classes. 

"Your  honorable  body  have,  no  doubt,  in  the  consideration  which  you  have 
given  this  subject,  perceived  how  far  we  are  behind  our  neighboring  cities  in  this 
particular.  Whilst  they  are  constantly  aiming  at  perfection  in  their  free  school 
system,  we  have  been  at  a  stand,  or  retrograding.  To  us,  this  is  a  matter  of 
serious  concern,  inasmuch  as  in  proportion  to  our  inferiority  in  this  particular 
we  are  liable  to  become  inferior  in  every  other  matter  which  requires  intelligence, 
industry  and  enterprise. 

"In  evidence  of  these  statements,  it  is  found  that  the  number  attending  public 
schools  in  this  city,  in  1836,  was,    ------         1,456 

Private  schools,  _______  8,235 

Attending  no  school,  _______         1,604 

Amount  actually  paid  for  public  schools  from  June,  1835,  to 

June,  1836,  by  the  city,  -  $5,936  34 

By  the  State,  _____  lj:,24  65 

"  Amount  paid  for  private  school  instruction,  over 
Number  attending  public  schools  in  Boston,  in  1836, 
Number  attending  private  schools, 
Amount  paid  for  public  schools,         - 
Amount  paid  for  private  schools, 

"  There  are  about  50  per  cent,  more  attending  private  school  instruction  than 
public,  in  this  city ;  while  in  Boston,  three-fifths  of  the  whole  number,  12,848, 
are  attending  the  public  schools. 

"Boston,  containing  a  population  of  about  80,000,  pays  888,000;  and  Providence, 
whose  population  is  about  20,000,  pays  87,461.  Should  Providence  pay  822,000, 
instead  of  the  sum  above  stated,  her  public  schools  might  then  be  equal  in  stand- 
ing, and  perhaps  nearly  adequate  to  the  actual  wants  of  the  community. 

"  To  remedy  the  defect  in  our  present  system,  your  memorialists  would  suggest 
that  a  grade  of  schools  be  established  between  the  primary  and  writing  schools, 
for  reading,  writing  and  arithmetic  only,  the  design  of  which  is  to  give  a  thor- 
ough instruction  in  these  branches  to  those  children  whose  parents  need  their 
services  at  as  early  an  age  as  twelve  or  thirteen  years,  and  who,  under  the 
present  arrangement,  are  compelled  to  leave  school  with  a  very  superficial 
knowledge  of  those  branches  which  are  so  necessary  for  obtaining  a  livelihood 
in  any  business.  It  must  he  obvious,  that  without  a  thorough  knowledge  of 
reading,  writing  and  arithmetic,  the  purposes  of  education  are  not,  in  any  im- 
portant degree,  answered.     And  they  would  further  suggest,  that  in  addition  to 


87,461 

99 

- 

20,000 

00 

8,847 

-  4,000 

- 

88,000  00 

- 

100,000 

00 

180  Providence. 

grammar  and  geography,  now  taught  in  the  writing  schools,  such  of  the  higher 
brandies  should  be  added  as  might  be  deemed  most  useful. 

"To  effect  an  essential  reform  in  our  public  school  system,  great  expense  must 
necessarily  be  incurred ;  and  your  memorialists,  who  represent  a  large  portion 
of  the  heads  of  families  of  the  city,  would  meet  this  increased  expense  with 
hearty  encouragement.  They  need  but  the  assurance  that  the  schools  shall  be 
adequate  to  the  purposes  of  education,  to  stimulate  them  to  unremitting  efforts 
for  their  support  and  maintenance  ;  and  they  feel  confident  that  they  would  be 
met  with  corresponding  efforts  on  the  part  of  the  inhabitants  of  the  city  generally. 

"Your  memorialists  are  convinced  that  the  present  is  the  time  to  commence 
this  work  of  reform.  The  amount  which  will  be  received  from  the  government, 
and  devoted  to  education,  will  considerably  alleviate  the  expense  in  the  outset; 
and  the  inhabitants  of  the  city  are  now  so  well  convinced  of  the  necessity  of  ef- 
fort, that  any  appropriations  for  this  object  would  no  doubt  meet  with  their 
approbation. 

"  George  Baker,  President. 

"Samuel  Tixgley,  Jr.,  Secretary." 

This  memorial,  replete  with  just  views,  was  received  b}r  the  city  council 
with  marked  respect,  and  referred  to  a  committee  who  subsequent!}'  re- 
ported a  plan  for  the  improvement  of  the  schools  ;  but  the  provisions  of 
it  being  unsatisfactory,  a  second  plan  was  presentee',  comprehending 
twelve  primary,  eight  intermediate,  an  1  four  upper  schools— the  primary 
to  occupy  the  place  of  those  now  bearing  that  name,  the  intermediate  to 
rank  with  grammar  schools  and  the  "upper  schools"  to  be  practically 
equivalents  for  a  high  school.  A  salary  bill  was  agreed  upon,  vvhich, 
with  the  school  plan,  was  sent  to  the  board  of  aldermen  for  their  concur- 
rence. By  that  bod}r  the  schools  were  diminished  to  twenty,  and  the 
salaries  reduced  about  ten  per  cent. 

With  these  modifications  the  bill  was  returned  to  the  common  council, 
who  refused  to  concur.  After  frequent  meetings  and  protracted  debates, 
with  no  approximation  to  unity,  the  board  of  aldermen  devised  a  plan 
embracing  ten  primary  schools,  six  intermediate  schools,  two  upper 
schools,  and  two  schools  for  colored  children.  This,  when  presented  to 
the  common  council,  was  voted  down  b}T  a  large  majority,  and  without 
any  final  decision  the  municipal  year  closed. 

The  feeling  on  the  school  question  was  now  stronger  than  ever.  The 
election  of  aldermen  and  councilmen  for  the  year  1837-38  turned  some- 
what upon  this  question,  and  resulted  in  returning  to  the  two  boards  a 
majority  in  favor  of  an  entire  reorganization  of  the  public  schools. 
Shortly  after  the  organization  of  the  city  government  a  joint  committee 
of  both  boards  was  appointed  to  take  the  subject  of  a  new  organization 
of  the  schools  into  consideration.     A  sub-committee  from  this  committee 


Fourth  Epoch.  181 

visited  Boston,  Salem,  Lowell  and  New  Bedford  to  gain  such  informa- 
tion as  might  be  helpful  in  arriving  at  correct  conclusions.  On  their 
return  they  made  a  report  to  the  city  council  as  follows  : 

"To  The  City  Council  of  the  City  of  Providence: 

"  The  Committee  appointed  to  take  into  consideration  the  expediency  of  a  new 
organization  of  the  public  schools,  beg  leave  to  report : 

"  That  the  important  subject  presented  to  the  consideration  of  .your  committee, 
has  ever  been  one  of  great  and  constant  interest.  In  no  former  period  of  our 
history,  has  it  excited  more  universal  attention  than  at  the  present  time.  In  this 
country,  such  has  been  the  interest  felt  in  the  cause  of  education,  that  in  aid  of 
individual  efforts,  there  have  been  legislative  enactments  establishing-  public 
schools. 

"  The  true  wealth  of  a  community  should  always  be  deemed  to  be  the  mind 
and  intelligence  of  its  children.  Other  treasures  are  as  dross  compared  with 
this.  By  means  of  the  public  schools,  the  poor  boy  of  to-day,  the  orphan 
perhaps,  may  become  the  man  of  influence  of  to-morrow,  and  what  legacy  so 
good,  so  fraught  with  lasting  benefits  as  education  ! 

"Our  public  schools  should  be  sustained,  if  sustained  at  all,  by  a  liberal 
policy.  Neither  the  indigent  nor  the  sick  have  higher  claims  upon  us  than  the 
ignorant.  On  a  subject  of  such  vital  importance  to  this  community,  may  we 
not  reasonably  indulge  the  hope,  that  it  will  yet  become  the  ambition  of  its 
citizens  to  emulate  each  other  in  the  good  work. 

"  The  system  of  public  instruction  in  this  country,  generally  commences  at 
the  age  of  four  years.  Whether  it  ought  not  to  begin  at  an  earlier  period,  is  a 
question  which  has  been  more  or  less  discussed.  Certain  it  is,  that  the  earliest 
moment  should  be  seized  for  imparting  moral  and  intellectual  culture  to  the 
infant  mind.  Experiments  which  have  been  made,  show  that  instruction  may 
be  given  at  an  age  much  earlier  than  that  recognized  for  the  admission  of  child- 
ren into  our  public  schools.  Whether  it  would  be  an  improvement  in  the  system 
of  instruction  adopted  in  this  city,  to  create  a  certain  number  of  infant  schools, 
is  a  consideration  worthy  of  public  attention.  The  free  operation  of  our  schools 
is  doubtless  impeded,  and  the  instruction  of  the  pupils  greatly  restricted,  in 
consequence  of  the  number  of  those  who  are  continually  entering  the  writing- 
schools,  with  but  a  partial  knowledge  of  the  first  rudiments.  If  infant  schools, 
for  the  benefit  of  children  from  the  age  of  three  to  five  years,  were  established, 
a  positive  advantage  would  be  gained  to  the  primary  and  writing  schools.  Many 
of  us  have  spent  an  occasional  hour  in  an  infant  school.  In  those  cradles  of 
learning,  the  eye  views  nothing  that  is  depraved;  the  ear  is  there  unassailed  by 
by  the  language  of  impiety ;  a  universal  glow  of  pleasure  is  depicted  on  every 
countenance.  Children  are  there  made  happy,  because  they  are  instructed  to  be 
good.  Into  such  schools  are  introduced  children  of  the  tenderest  age,  who 
become  at  once  the  recipients  of  kindness,  and  who  are  led  along  by  gentle 
steps  to  the  portals  of  knowledge. 

"  To  have  good  schools,  it  is  necessary  they  be  provided  with  good  teachers. 
We  fear  the  office  of  teacher  will  never  attain  to  that  rank  in  society  which  it 
ought,  until  it  is  rewarded  by  the  best  salaries,  in  order  that  it  may  be  coveted 


182  Providence. 

by  the  best  talents.  For  the  purpose  of  improving  their  pecuniary  condition, 
educated  men  will  ever  be  ready  to  abandon  a  calling  which  subjects  them  to 
severe  duties,  without  an  adequate  reward.  Pay  to  teachers  something  more 
than  the  means  of  a  bare  subsistence  for  their  labors,  and  their  services  will  be 
secured,  their  ambition  stimulated,  and  your  schools  improved. 

"Every  thing  connected  with  education,  should  be  made  attractive  to  the 
child.  The  school-house,  to  which  he  is  accustomed  to  go,  should  be  such  as  to 
harmonize  with  the  nature  of  his  mind.  In  its  exterior  or  interior  aspect,  it 
should  never  present  a  repulsive  character.  Instead  of  being  unsightly  and 
unclean,  it  should  be  the  reverse.  Consecrate  the  spot  where  your  children 
are  to  spend  so  many  hours  of  their  existence,  to  good  order,  beauty  of  arrange- 
ment, and  general  neatness,  and  they  will  be  grateful  for  the  attention  bestowed, 
and  will  be  seen  resorting  there  for  pastime  as  well  as  for  study. 

"  In  the  opinion  of  your  committee,  it  will  be  found  eminently  useful  to  estab- 
lish a  superintendent  of  the  public  schools.  In  the  plan  of  instruction  herewith 
submitted  for  consideration,  such  an  officer  is  incorporated.  It  must  be  obvious 
to  every  one,  that  an  individual  well  qualified  for  such  a  station,  might  carefully 
survey  the  whole  ground,  and  understand  from  time  to  time  its  actual  condition. 
It  should  be  the  duty  of  such  an  officer,  to  have  a  knowledge  of  all  the  children 
in  the  city,  especially  those  of  the  poorer  classes.  It  would  be  within  the  sphere 
of  his  influence,  to  lead  the  minds  of  parents  and  guardians  to  a  more  compre- 
hensive sense  of  their  duty.  It  should  be  his  province  to  confer  with  the 
teachers,  and  to  submit  to  the  school  committee  a  quarterly  report,  exhibiting 
the  condition  of  the  schools,  and  of  all  such  matters  relating  to  the  general 
subject,  as  its  importance  would  suggest.  Create  such  an  officer,  with  a  salary 
sufficient  to  enable  him  to  devote  his  whole  time  to  the  duties  of  his  office,  and 
much  will  have  been  done  towards  sustaining  the  character  of  the  plan  of 
instruction  which  may  be  adopted. 

"In  conclusion,  the  committee  offer  the  following  resolutions  : 

"1st.  That  it  is  expedient  that  the  number  of  schools  in  this  city  be 
increased  to  seventeen,  not  including  the  schools  for  children  of  color. 

"  2d.     That  it  is  expedient  that  said  schools  be  of  the  following  descriptions, 

Viz.  : 

"  One  high  school,  six  grammar  and  writing  schools,  ten  primary  schools. 

"3d.  That  in  the  opinion  of  the  city  council,  no  child  ought  to  be  admitted 
into  the  primary  schools  at  a  less  age  than  four  years;  into  the  grammar  and 
writing  schools  at  a  less  age  than  seven  years ;  nor  into  the  high  school  at  a 
less  age  than  twelve  years,  unless  by  special  permission  of  the  school  com- 
mittee. 

"  4th.  That  in  the  opinion  of  the  city  council,  no  pupil  ought  to  remain  in 
the  high  school,  longer  than  three  years  unless  by  special  permission  of  the 
school  committee  and  in  no  case  unless  the  same  is  not  full. 

"5th.  That  in  the  opinion  of  the  city  council,  the  principal  of  the  high 
school,  should  be  paid  one  thousand  dollars  per  annum;  the  assistant  teacher 
seven  hundred  and  fifty  dollars  per  annum;  the  masters  of  the  grammar  and 
writing  schools,  eight  hundred  dollars  per  annum;  two  assistant  female 
teachers,  two  hundred  dollars  per  annum;  the  principals  of  the  primary 
schools,  two  hundred  and  fifty  dollars  per  annum ;  the  assistant  teachers,  one 
hundred  and  seventy-five  dollars  per  annum. 


Fourth  Epoch.  183 

"  6th.  That  in  the  opinion  of  the  city  council,  it  is  expedient  to  establish  a 
superintendent  of  the  public  schools. 

"  7th.  That  in  the  opinion  of  the  city  council,  the  superintendent  of  the  public 
schools,  should  be  paid  a  salary  of  eight  hundred  dollars  per  annum. 

"  8th.  That  the  high  school  should  be  instituted  for  the  purpose  of  fitting 
young  men  for  college,  and  for  perfecting  those  who  are  not  intended  for  a 
collegiate  course  of  study,  in  the  branches  of  a  good  English  education. 

"  9th.     That  it  is  expedient  that  the  high  school  shall  be  open  for  candidates 

from  all  the  schools  in  the  city,  once  a  year,  viz.  :  on  the  next 

succeeding  the  exhibition  of  the  schools  in  ;  and  that 

for  admission  into  the   high  school,   candidates  from  the  public  schools  shall 

have  preference  over  all  others. 

"  All  of  which  is  respectfully  submitted, 

"  J.  L.  Hughes,  "] 

Stephen  T.  Olney, 

Henry  Anthony,        \    „         ...  „ 
-  Committee. 
Amherst  Everett, 

Setii  Padelford,        I 

James  E.  Butts,         J 

"  September  25,  1837." 

This  report,  which  was  printed  and  widely  distributed  among  the  free- 
men of  the  city,  was  the  signal  for  a  renewal  of  the  discussion,  both  of 
the  advantages  and  disadvantages  of  a  reconstruction  of  the  public  free 
school  system,  bringing  out  the  strongest  arguments  of  friends  and 
opponents.  These  discussions  were  propitious.  -'  The  advocates  of  a 
new  organization  insisted  on  a  radical  change  in  the  whole  S}*stem. 
They  asked  for  a  new  classification  of  the  schools  into  primary  and 
grammar  schools,  and  a  high  school.  The}*  likewise  urged  the  necessity 
of  new  plans  for  the  instruction  and  supervision  of  the  schools.  Elabo- 
rate arguments  were  adduced  to  show  that  it  would  be  more  economical 
for  the  city  to  make  liberal  provisions  for  very  good  public  schools,  than 
to  continue  to  expend  small  sums  for  very  poor  schools."* 

Conspicuous  in  these  discussions  and  labors  were  John  L.  Hughes  and 
Simon  Henry  Greene,  the  former  a  member  of  the  school  committee, 
and  both  members  of  the  common  council.  Hon.  Seth  Padelford,  then 
also  a  member  of  the  common  council,  and  subsequently  for  fifteen 
years  a  member  of  the  school  committee,  and  always  a  devoted  friend 
to  popular  education,  rendered  valuable  services  during  this  contest. 
These  gentlemen,  and  others  not  named  associated  with  them,  succeeded 
in  securing  the  adoption  of  tw  A  bill  providing  for  a  new  organization 
and  the  future  government  of  the  public  schools  in  the  city  of  Provi- 
dence."    The  bill  is  here  presented  as  an  important  part  of  this  narrative  : 

*  It  is  due  to  the  opponents  of  reorganization  to  say,  that  their  hostility  appears  to 
have  been  based  mainly  upon  the  increased  expense  involved  in  the  change. 


184  Providence  . 

"An  Ordinance  in  relation  to  Public  Schools. 

"Section  1.  Be  it  ordained  by  the  city  council  of  the  city  of  Providence, 
that  from  and  after  the  7th  day  of  September,  A.  D.  1838,  the  number  of  public 
schools  in  said  city  shall  be  seventeen ;  (not  including  schools  for  colored  chil- 
dren,) and  that  said  schools  shall  be  of  the  following  description,  to  wit:  one 
high  school,  six  grammar  and  writing  schools,  ten  primary  schools.  And  that 
free  instruction  shall  be  therein  given  to  the  children  of  all  the  inhabitants  of 
said  city  who  may  see  lit  to  avail  themselves  thereof;  subject  only  to  the  rules 
and  regulations  hereinafter  contained  and  provided  for. 

"  Sec.  2.  That  each  primary  school  shall  be  under  the  care  of  a  principal, 
and  one  assistant  teacher,  and  the  rudiments  of  an  English  education  shall  be 
taught  therein.  That  each  grammar  and  writing  school  shall  be  under  the  care 
of  a  master,  and  at  least  two  female  assistant  teachers,  or  one  male  assistant 
teacher,  at  the  discretion  of  the  school  committee ;  and  the  ordinary  branches  of 
an  English  education  shall  be  taught  therein.  That  the  high  school  shall  be  un- 
der the  care  of  a  preceptor,  and  one  or  more  assistant  teachers,  and  thorough  in- 
struction shall  be  given  therein  in  all  the  branches  of  a  good  English  education ; 
and  instruction  shall  also  be  given  therein  to  all  the  pupils  whose  parents  or 
guardians  may  desire  it,  in  all  the  preparatory  branches  ol   a  classical  education. 

"  Sec.  3.  The  high  school  shall  not  at  any  time  contain  more  than  two  hun- 
dred pupils;  of  which  number,  not  more  than  one  hundred  shall  be  females,  ex- 
cept when  the  number  of  male  pupils  shall  be  less  than  one  hundred;  in  which 
case,  an  additional  number  of  females  may  be  admitted,  until  the  school  shall  be 
filled,  under  such  conditions  as  the  school  committee  may  prescribe. 

"Sec.  4.  That  no  child  who  shall  not  have  attained  the  age  of  four  years, 
shall  be  admitted  as  a  pupil  into  a  primary  school. 

"  That  no  child  who  shall  not  have  attained  the  age  of  seven  years,  shall  be 
admitted  as  a  pupil  into  a  grammar  and  writing  school,  nor  unless  qualified  im- 
mediately to  enter  upon  the  course  of  studies  pursued  therein. 

"That  no  child  who  shall  not  have  attained  the  age  of  twelve  years,  shall  be 
admitted  as  a  pupil  into  the  high  school,  nor  unless  qualified  immediately  to  en- 
ter upon  the  course  of  studies  pursued  therein.  That  no  pupil  shall  remain  in 
the  high  school  more  than  three  years. 

"  No  child  who  shall  not  have  attended  a  grammar  and  writing  school  for  at 
least  three  years,  shall  be  admitted  to  the  high  school  when  there  is  a  sufficient 
number  of  candidates  in  the  grammar  and  writing  schools  qualified  lor  admission 
therein.  But  whenever  there  shall  not  be  a  sufficient  number  of  such  candidates, 
any  child  over  the  age  of  twelve  years,  may,  if  qualified,  be  admitted  for  such 
time  as  the  school  committee  may  determine. 

"  Sec.  5.  That  the  school  committee  be,  and  they  are  hereby  authorized  and 
requested  to  appoint  annually  a  superintendent  of  the  public  schools,  who  shall 
perform  such  duties  in  relation  to  the  public  schools  as  said  committee  may  from 
time  to  time  prescribe.  Said  superintendent  to  be  subject  to  removal  at  any 
time  by  the  school  committee,  in  case  of  inability  or  mismanagement. 

"  Sec.  G.  That  there  shall  be  a  public  exhibition  in  the  last  week  of  each 
school  year,  in  some  place  to  be  designated  by  the  school  committee,  by  so  many 
pupils  of  the  highest  class  of  each  of  the  grammar  and  writing  schools  as   may 


Fourth  Epoch.  185 

be  selected,  in  such  manner  as  the  school  committee  shall  prescribe.  There 
shall  also  be  an  annual  public  exhibition  by  the  graduating  class,  and  such  other 
pupils  of  the  high  school  as  may  be  selected  by  the  school  committee,  or  under 
their  direction  ;  which  exhibition  shall  take  place  on  the  Monday  next  preced- 
ing the  lirst  Wednesday  in  September. 

"  Sec.  7.  That  the  first  regular  term  ol  all  the  schools  in  each  school  year, 
shall  commence  on  the  Monday  next  succeeding  the  second  Wednesday  in  Sep- 
tember. 

"  Sec.  8.  That  there  shall  be  two  public  schools  maintained  exclusively  for 
the  instruction  of  colored  children;  each  of  which  shall  be  under  the  care  of  a 
principal,  and  also  of  an  assistant  teacher,  whenever,  in  the  opinion  of  the  school 
committee,  the  services  of  such  assistant  may  be  necessary ;  and  that  free  in- 
struction shall  be  therein  given  in  the  ordinary  branches  of  an  English  education, 
to  the  children  of  all  the  colord  inhabitants  of  the  city  who  may  see  fit  to  avail 
themselves  thereof,  subject  only  to  the  rules  and  regulations  herein  contained 
and  provided  for. 

"  Sec.  9.  That  the  following  annual  salaries  shall  be  paid  to  the  superintendent 
and  instructors  of  the  schools,  respectively,  in  equal  quarterly  payments,  to  wit: 

"To  the  superintendent,  twelve  hundred  and  fifty  dollars. 

"  To  the  preceptor  of  the  high  school,  twelve  hundred  and  fifty  dollars. 

"To  each  male'assistant  teacher  of  the  high  school,  seven  hundred  and  fifty  dollars. 

"To  each  female  assistant  teacher  of  the  high  school,  five  hundred  dollars. 

"  To  each  master  of  a  grammar  and  writing  school,  eight  hundred  dollars. 

"  To  each  male  assistant  teacher  of  a  grammar  and  writing  school,  four  hun- 
dred dollars. 

"  To  each  female  assistant  teacher  of  a  grammar  and  writing  school,  two  hun- 
dred and  twenty-live  dollars. 

"  To  each  principal  of  a  primary  school,  two  hundred  and  fifty  dollars. 

"To  each  assistant  teacher  of  a  primary  school,  two  hundred  dollars. 

"  To  each  male  principal  of  a  school  for  colored  children,  five  hundred  dollars. 

"  To  each  female  principal  of  a  school  for  colored  children,  two  hundred  dollars. 

"  To  each  male  assistant  teacher  of  a  school  for  colored  children,  two  hundred 
and  fifty  dollars. 

"  To  each  female  assistant  teacher  of  a  school  for  colored  children,  one  hun- 
dred and  fifty  dollars. 

"  Sec.  10.  That  all  moneys  appropriated  for  the  support  of  the  public  schools, 
shall  be  subject  to  the  exclusive  control  of  the  school  committee,  who  shall  have 
full  power  to  cause  the  same,  or  any  part  thereof,  to  be  expended  in  any  manner 
which  they  may  deem  most  advisable,  for  the  benefit  and  welfare  of  the  schools, 
excepting  so  much  thereof  as  will  be  from  time  to  time  required  for  the  payment 
of  the  salaries  established  by  this  ordinance,  and  excepting  also  all  such  appro- 
priations as  may  be  made  for  a  specific  purpose  or  purposes.  Said  committee 
shall  also  have  full  power  and  authority  to  alter,  from  time  to  time,  as  they  may 
deem  expedient,  the  bounds  of  the  several  school  districts,  in  order  to  provide 
suitable  locations  for  such  new  schools  as  may  hereafter  be  established  by  the 
city  council,  or  to  make  a  more  equal  apportionment  of  pupils  to  the  several 
schools.  It  shall  be  their  duty  to  see  that  the  school  houses  and  estates  are 
kept  in  proper  repair;  to  select  and  designate  the  best  text  books,  and  to  pro- 
vide all  such  apparatus,  and  all  other  means  of  instruction  for  all  the  schools,  as 


186  Providence  . 

may  be  necessary  for  keeping  the  same  in  efficient  operation,  and  for  enabling 
the  pupils  to  receive  all  the  advantages  therefrom  which  it  is  the  intention  of 
this  ordinance  to  provide  and  secure.  Said  committee  shall  have  and  exercise 
a  general  discretionary  power  in  all  matters  and  things  relating  to  the  public 
schools,  which  are  not  specially  provided  for  by  this  ordinance,  or  by  the  laws 
of  this  State,  and  not  repugnant  to  said  laws,  or  to  the  provisions  of  this  or- 
dinance. 

"  Sec.  11.  That  it  shall  be  the  duty  of  the  aldermen  and  members  of  the  com- 
mon council  from  each  of  the  wards  in  the  city,  on  or  before  the  first  Monday  in 
May  in  each  year,  to  recommend  to  the  city  council  three  candidates  for  election 
as  members  of  the  school  committee  for  the  ensuing  municipal  year,  which 
recommendation  shall  be  made  by  filing  a  list  of  the  names  of  such  candidates  in 
the  office  of  the  city  clerk. 

"  Sec.  12.  That  this  ordinance  be  published  three  weeks  successively  in  the 
semi-weekly  Morning  Courier,  Manufacturers'  and  Farmers'  Journal,  and  Repub- 
lican Herald. 

"  Passed  April  d,  1838.     A  true  copy  :  witness, 

"  Richard  M.  Field,  City  Clerk." 

Under  this  ordinance  the  primary  and  grammar  schools  went  immedi- 
ately into  operation.  Subsequently  an  intermediate  grade,  such  as 
recommended  b}r  the  Mechanics'  Association,  was  introduced.  The 
high  school,  concerning  which  more  will  be  said  hereafter,  was  at  a 
latter  day  added,  and  gave  completeness  to  the  course  of  study. 

"Immediately  after  the  adoption  of  this  ordinance,  the  city  council  appointed 
a  committee  to  examine  all  the  public  school-houses  and  estates,  and  instructed 
them  to  report  at  an  early  day,  what  alterations  and  additions  would  be  neces- 
sary in  order  to  carry  the  whole  system  into  effect.  This  committee  pursuant 
to  their  instructions,  made  a  thorough  examination  of  all  the  old  school-houses, 
and  reported  that  they  were  '  all  unfit  for  use  in  their  present  condition,  and 
were  all  either  too  small,  too  dilapidated,  or  too  badly  constructed  to  be  worth 
repairing.'  In  June,  1838,  another  joint  committee  was  appointed,  with  instruc- 
tions to  report  plans  for  new  school-houses,  and  also  to  present  estimates  of  the 
cost  of  erecting  them  on  the  different  plans  which  the  committee  might  lay 
before  the  city  council  in  connection  with  a  bill  recommending  the  appointment 
of  a  building  committee.  This  recommendation  was  adopted,  and  the  building 
committee  were  authorized  to  cause  such  of  the  present  public  school-houses 
to  be  removed  or  taken  down,  and  such  new  school-houses  to  be  erected  and 
furnished,  as  may  be  necessary  to  carry  into  full  operation  the  provisions  of  the 
ordinance." 

This  liberal  provision  was  at  once  improved,  and  within  two  years 
thirteen  new  school-houses  were  completed.  "  The  first  day  on  which 
the  new  system  went  into  operation,  more  than  a  thousand  pupils 
entered  the  public  schools  who  had  never  been  to  one  before.  All  the 
rooms    were   soon   so  crowded  that  it  became  necessary    to   establish 


Fourth  Erocn.  187 

additional  primary  schools,  and  erect  houses  for  their  accommodation. 
Within  two  3'ears  the  number  of  scholars  in  the  public  schools  was  more 
than  double  that  in  attendance  under  the  old  system.  The  grammar 
schools  were  so  full  tin  t  many  pupils  who  were  prepared  to  enter  upon 
the  course  of  studies  therein  pursued,  could  not  be  admitted." 

The  first  school  committee  chosen  under  the  reorganization  of  1838, 
comprised  the  following  gentlemen  : 

Samuel  W.  Bridgham,  Thomas  C.  Hoppin, 

William  Aplin,  Usher  Parsons, 

William  C.  Barker,  Caleb  Williams, 

George  Curtis,  Hezekiah  Anthony, 

Moses  B.  Ives,  Jesse  Metcalf, 

Kobert  II.  Ives,  Joseph  Cady, 

William  G.  Goddard,  Richard  E.  Eddy, 

John  F.  Phillips,  Joseph  Yeazie, 

Edward  B.  Hall,  John  S.  Eddy, 

Thomas  W.  Dorr,  Nathan  Tyler, 

Seth  Padelford,  Bums  Claggett, 

John  L.  Hughes,  John  Ames, 

Thomas  R.  Ilolden,  Amherst  Everett, 

Mark  Tucker,  Thomas  R.  Ripley, 

Benjamin  Clifford,  Henry  Anthony. 

This  year  the  committee  report  that  "  all  the  schools  maintain  a  fair 
and  respectable  standing  as  at  any  former  period,  and  though  sus- 
ceptable  of  improvement  still  continue  a  source  of  much  usefulness  to 
the  public."     The  next  two  years  the  schools  are  reported  as  follows  : 

1839.  "  The  schools  in  the  opinion  of  the  committee,  still  maintain  as  fair 
and  respectable  standing  as  at  any  time  heretofore.  *  *  *  The  schools 
are  more  numerously  attended  than  at  any  former  period;  more  room  is  there- 
fore required.  *  *  *  The  annual  increase  of  scholars  must  be  expected  to 
produce,  correspondent^,  an  annual  increase  of  the  expenses  of  the  school." 

1810.  ';  Much  additional  time  and  attention  of  the  committee  have  been  occu- 
pied in  the  measures  taken  and  pursued  to  carry  into  cfFect  the  revised  plan  of 
popular  education  adopted  by  the  city  council.  The  execution  of  that  plan  is 
now  in  a  great  state  of  forwardness.  All  the  schools  have  been  visited  and  ex- 
amined every  quarter  agreeably  to  the  rules  and  regulations  of  the  committee. 
In  the  opinion  of  the  committee  very  considerable  general  improvement  has  been 
recently  made  under  the  new  system,  and  everything  promises  still  further  results 
favorable  to  the  progress  of  useful  knowledge  and  moral  discipline.  *  *  *  The 
committee  deeming  females  to  be  preferable  to  males,  for  both  principals  and  as- 
sistants in  primary  schools,  and  for  assistants  in  the  grammar  schools,  all  teach- 
ers of  those  descriptions  are  now  females.  The  character  and  reputation  of  the 
schools  are  advancing,  and  that  the  confidence  of  the  public  in  their  usefulness  is 
increasing,  is  evinced  by  the  extraordinary  increase  in  the  number  of  pupils. 


188  Providence. 

More  scholars  now  belong  to  the  schools  than  at  any  time  since  their  establish- 
ment, and  their  increase  far  exceeds  the  increase  of  population." 

This  year  (1840,)  the  schools  were  deprived  of  another  of  their  most 
reliable  friends,  by  the  death  of  Hon.  Samuel  W.  Bridgham,  who 
departed  this  life  on  the  morning  of  December  29th.  He  was  graduated 
at  Brown  University  in  1794,  and  in  1828  was  elected  chancellor.  He 
chose  the  law  for  his  profession,  was  admitted  to  practice  in  1796,  and 
at  the  time  of  his  decease  was  the  oldest  member  at  the  bar  in  Rhode 
Island.  He  was  for  several  years  attorney  general,  and  speaker  of  the 
house  of  representatives.  At  the  organization  of  the  city  government 
of  Providence  in  1832,  he  was  chosen  lmvyor,  to  which  office  he  was 
annually  re-elected  for  eight  consecutive  years.  During  the  same  period 
he  was  president  of  the  "  school  committee.  Through  a  long  life  he 
maintained  a  character  for  integrity  and  probity  which  secured  him  the 
confidence  of  all  who  knew  him.  The  school  committee,  in  a  series  of 
resolutions  lamenting  his  death,  sa}- :  "  That  while  we  pa}T  a  passing 
tribute  to  his  exemplary  virtues  as  a  man,  and  to  his  tried  fidelity  as  a 
magistrate,  we  desire  more  especially  to  recognize  the  relation  in  which 
he  stood  to  the  committee,  and  to  express  our  sense  of  the  impartiality 
with  which  for  many  years  he  presided  over  its  deliberations,  and  of  the 
cordial  and  efficient  service  which  he  rendered  to  the  cause  of  public 
education  in  this  city."  As  a  further  mark  of  respect  for  his  character 
and  services,  the  committee  voted  to  attend  his  funeral  in  a  body,  and 
ordered  all  the  public  schools  of  the  city  to  be  closed  on  that  occasion. 
The  funeral  took  place  on  Thursday,  December  31st,  and  was  attended 
b}T  the  city  government,  b}r  the  bar,  and  b}*  a  large  number  of  citizens 
desirous  of  testifying  their  respect  for  his  memoiy. 

The  report  of  the  school  committee  for  1841  is  minute  in  its  details. 
Extracts  from  it  are  here  copied,  as  showing  the  status  of  the  schools 
at  the  close  of  the  official  }'ear : 

"Keport  for  1841. 

"  In  rendering  the  account  of  their  proceedings  for  the  past  year,  prescribed 
by  law,  the  school  committee  have  great  pleasure  in  being  able  to  state  to  the 
city  government,  that  our  improved  system  of  public  education,  so  far  as  it  has 
been  carried  into  effect,  has  answered  the  just  expectations  of  its  friends,  and 
has  strongly  recommended  itself  to  the  public  favor.  The  most  satisfactory 
evidence  of  this  is  a  large  and  continual  increase  of  pupils  in  the  schools.  The 
pleasure  which  we  take  in  making  this  communication  is  enhanced  by  the  gratify- 
ing assurance,  that  a  portion  of  this  system,  deemed  of  very  great  importance, 


Fourth  Erocn.  189 

and  indispensable  to  the  best  success  of  the  other  parts  of  the  system,  after 
great  delays,  is  about  to  be  reduced  to  practice,  by  the  erection  of  a  high  school; 
which  we  hope  to  see  in  operation  before  the  end  of  another  year,  ample  provi- 
sion, as  it  is  understood,  having  been  made  for  the  cost  of  the  building. 

"  In  addition  to  the  regular  quarterly  meetings  for  the  visitation  and  examina- 
tion of  the  grammar  schools,  the  committee  have  held  nine  adjourned,  or  special 
meetings  in  the  course  of  this  year, — five  less  than  in  the  year  preceding;  — a 
difference  which  is  explained  by  the  unusual  demand  upon  the  time  of  the  com- 
mittee in  that  year,  for  the  consideration  in  detail,  of  a  new  code  of  by-laws  and 
regulations,  adapted  to  the  changes  that  have  been  made  in  our  plan  of  education. 
The  average  attendance  at  the  meetings  has  been  twenty-two  of  the  thirty  mem- 
bers, who  compose  the  committee. 

"  The  whole  number  of  school  districts  is  six,  and  of  schools  nineteen,  viz., 
six  grammar  sehools,  twelve  primary  schools,  and  one  school  for  colored  children, 
which  combines  the  instruction  both  of  the  grammar  and  primary  schools.  The 
grammar  schools  have  been  transferred  to  the  new  and  commodious  buildings 
erected  for  them,  with  the  exception  of  the  school  in  the  second  district,  which 
remains  in  the  old  building.  This  building  has  undergone  considerable  repairs 
to  render  its  occupation  less  inconvenient  to  scholars  and  teachers  ;  and  it  is  to  be 
hoped,  that  before  the  end  of  the  next  year,  the  new  house  now  in  contemplation, 
at  the  corner  of  Angell  and  Prospect  streets,  will  be  completed,  and  that  thus 
the  inhabitants  of  the  second  ward  will  equally  participate  in  the  improvements 
designed  for  the  whole  city. 

"  lu  consequence  of  a  pressure  of  pupils  upon  some  of  the  grammar  schools, 
it  was  deemed  necessary,  in  December  last,  to  apply  to  the  city  council  for  leave 
to  make  use  of  the  ward-rooms,  for  school  purposes;  and  a  portion  of  the  pupils 
in  the  third,  fifth  and  sixth  districts,  were  placed  in  these  rooms,  under  the 
charge  of  an  additional  assistant  for  each,  and  with  the  supervision  of  the  prin- 
cipal teacher.  In  the  third  district,  it  is  believed  that  the  difficulty  will  be  obvi- 
ated by  the  erection  of  a  larger  building  in  the  second  district,  and  by  altering 
the  boundaries  of  the  two  districts,  so  as  to  equalize  the  attendance  in  each.  In 
the  fifth  district  the  pressure  has  so  far  diminished,  that  the  branch-school  in  the 
ward-room  has  been  discontinued  ;  and  it  is  doubted  whether  it  will  be  necessary 
to  make  use  of  the  ward-room  in  the  sixth  district  during  the  next  quarter. 
It  will  be  seen  from  this  statement,  that  the  attendance  upon  our  schools  is 
somewhat  fluctuating,  though  the  number  of  scholars  is  largely  on  the  increase. 
The  high  school  will,  in  part,  prevent  the  accumulation  which  now  takes  place 
in  the  grammar  schools,  by  withdrawing,  at  stated  periods,  a  considerable  por- 
tion of  their  scholars;  so  that  the  buildings  now  erected  for  these  schools  may 
furnish  the  necessary  accommodations  for  some  years  to  come.  But  the  time 
is  probably  not  far  distant,  when  it  will  be  thought  advisable  to  devote  the 
ward-rooms  to  the  primary  schools,  some  of  which  are  already  too  much 
crowded.  The  occupation  of  these  rooms,  by  classes  intermediate  between  the 
primary  and  grammar  schools,  will  afford  relief  to  the  latter ;  and  may  be  found 
advantageous  to  both. 

';  The  primary  school  in  India  street  having  been  removed  to  the  new  house  in 
East  street,  the  building  in  which  it  was  kept  has  been  put  in  good  repair,  and 
surrendered  to  the  proprietor,  Hon.  Nicholas  Brown,  to  whose  liberality  we  have 
been  indebted  for  its  occupation,  without  rent,  for  several  years  past. 


190  Providence. 

"For  the  accommodation  of  the  fourth  and  a  part  of  the  fith  district,  a 
primary  school  was  opened  in  Mathewson  street ;  and  it  has  recently,  for  greater 
convenience,  been  removed  to  the  old  school-house  in  Richmond  street. 

"  The  whole  number  of  school-houses  belonging  to  the  city  is  eleven.  The 
school  for  colored  children  and  the  primary  school  on  Federal  Hill,  are  kept  in 
hired  houses. 

"  The  number  of  teachers  in  the  schools  is  forty- three — seven  males  and 
thirty-six  females;  of  whom  it  is  due  to  justice  to  say,  although  of  course  they 
manifest  various  degrees  of  excellence,  that,  taken  as  a  body,  for  the  useful  and 
faithful  discharge  of  their  laborious  duties,  they  are  entitled  to  great  praise ; 
and,  so  far  as  we  are  able  to  speak  from  our  own  observation,  will  compare 
honorably  with  teachers  of  the  same  class  in  those  places  of  New  England, 
which  are  considered  as  having  made  the  greatest  advances  in  public  education. 

"  In  the  course  of  the  year  several  changes  have  been  made  among  the  teachers, 
in  consequence  of  resignations ;  and  it  has  become  necessary  to  supply  the 
places  of  the  grammar  master  in  the  second  district,  of  two  assistants  in  gram- 
mar schools,  of  two  preceptresses  of  primary  schools,  and  of  three  assistants  in 
the  same. 

"  The  whole  number  of  scholars  whose  names  have  been  entered  on  the  books 
in  the  schools,  during  the  last  quarter,  is  3486,  viz.,  13(33  in  the  primary  schools, 
and  1623  in  the  grammar  schools.  The  whole  number  at  present  belonging  to 
the  schools  is  3035,  viz.,  1674  to  the  primary,  and  1361  to  the  grammar  schools. 
The  whole  number  present  at  the  last  quarterly  examinations  was  2791,  viz.,  1537 
in  the  primary,  and  1251  in  the  grammar  schools.  The  average  daily  attendance 
in  all  the  schools  is  2-119,  viz.,  1260  in  the  primary,  and  1159  in  the  grammar 
schools,  leaving  of  course  an  average  daily  absence  of  414  in  the  former,  and  of 
202  in  the  latter;  in  other  words,  of  25  percent,  in  the  primary,  and  over  15  per 
cent,  in  the  grammar  schools.  In  the  last  annual  report  of  the  committee  to 
the  city  government,  it  was  stated,  that  at  the  quarterly  examinations  in  May, 
1810,  the  number  of  pupils  in  attendance  was  1977;  which,  when  compared  with 
the  attendance  at  the  examinations  in  May,  1841,  already  given,  makes  a  gain  in 
one  year  of  814. 

"  In  some  of  the  best  private  schools,  for  larger  children  of  both  sexes, 
which  we  may  adopt  as  standards  of  comparison  in  this  case,  the  amount  of 
daily  absences  is  from  ten  to  twelve  per  cent,  of  the  whole  number  of  pupils; 
which  makes  a  difference  of  from  three  to  live  per  cent,  against  our  grammar 
schools.  So  large  an  amount  of  absences  is  highly  censurable,  and  can  be 
justified  by  no  excuses  of  sickness  or  necessity;  and  it  becomes  a  matter  of 
great  regret  and  concern,  that  so  many  parents  and  guardians  should  thus  under- 
value and  throw  away  the  liberal  provisions  for  public  education  made  by  the 
city.  Resides  the  detriment  to  the  pupils,  thus  unwarrantably  absenting  them- 
selves, a  serious  injury  is  inflicted  by  them  upon  those  who  punctually  and 
regularly  attend  the  schools,  by  deranging  the  classification,  and  by  interrupt- 
ing the  uniform  progress  in  the  same  studies  which  are  so  essential  to  success, 
and  without  which  the  best  plans,  and  the  most  ample  endowments  may  be  set 
at  naught  and  rendered  comparatively  inefficient.  The  remedy  for  the  evil 
complained  of,  is  with  the  people  themselves.  Such  a  thing  as  compulsory 
education  forms  no  part  of  our  legal  system.     When  the  extent  of  the  duties 


Fourth   Epoch.  191 

imposed  on  the  school  committee  is  considered  it  cannot  be  reasonably  expected 
that  they  should  undertake  the  additional  task  of  going  from  house  to  house,  to 
urge  the  delinquent  to  come  in,  and  partake  of  the  neglected  advantages  of  pub- 
lic instruction.  All  that  the  members  of  the  committee  can  do  in  this  wa}r,  they 
will  do  cheerfully ;  but  they  must  mainly  depend  upon  the  good  sense  and  good 
feelings  of  the  mass  of  their  fellow  citizens  for  the  just  appreciation  and  hearty 
adoption  of  a  school  system,  which  tends,  without  partiality  or  exclusion,  to 
the  public  welfare,  and  is  thus  commended  to  the  voluntary  and  cheerful  support 
of  the  whole  community. 

"  It  would  be  interesting,  if  possible,  to  ascertain  what  portion  of  the  youth- 
ful population  of  Providence  are  receiving  instruction  in  all  the  schools,  both 
public  and  private.  The  number  of  children  in  this  city  between  the  ages  of 
four  and  fifteen  years,  as  nearly  as  it  can  be  obtained  from  the  census  of  the 
United  States  for  1840,  is  52G7.  The  whole  number  of  scholars  at  present 
belonging  to  our  public  schools,  as  before  stated,  is  303."),  leaving  221)2  children, 
a  part  of  whom  are  receiving  instruction  at  private  expense.  A  resolution  was 
communicated  some  time  since  by  the  committee,  suggesting  a  small  appropria- 
tion for  the  expense  of  making  the  requisite  inquiry,  but  it  received  attention 
from  only  one  branch  of  the  city  council. 

"The  whole  amount  received  from  the  city  during  the  past  year  for  the 
expenses  of  the  public  schools  is  812,377.07;  from  the  State  83,818.20  — total 
$16,195.87.  Of  this  amount  $13,175  have  been  expended  for  instruction,  includ- 
ing the  compensation  of  the  superintendent ;  and  83,020.87  for  rent,  fuel  and  other 
items,  including  about  $1,200  for  repairs  on  school-houses,  and  for  fixtures. 
The  expenditure  of  the  city,  as  aforesaid,  for  education  is  at  the  rate  of  81.334 
a  quarter,  or  $5.34  per  annum  for  each  scholar  belonging  to  the  schools.  The 
rate  in  the  city  of  New  York,  as  appears  by  a  recent  statement,  is  f^o  per  annum 
for  each  scholar.  In  Boston  it  is  much  larger;  and,  in  general,  the  expenses  of 
the  larger  towns  in  Massachusetts,  on  the  same  account,  are  much  greater  in 
proportion  to  population  than  those  of  this  city.  Before  the  close  of  another 
year  we  hope  to  obtain  more  precise  information  on  the  subject  of  the  compara- 
tive cost  of  education  in  different  places,  and  to  communicate  the  same  in  our 
next  report. 

"  Under  the  new  census  of  1840  the  sum  to  be  received  by  this  city  from  the 
State  for  public  instruction  will  exceed  85,000. 

"  Considering  all  circumstances,  the  committee  recommend  that  an  appropria- 
tion of  not  less  than  812,000  be  made  by  the  city  council  for  school  expenses  in 
the  ensuing  year. 

"  The  annual  return  to  the  secretary  of  state,  and  also  the  certificate  to  the 
general  treasurer,  that  the  money  received  from  the  State  has  been  expended  in 
the  prescribed  manner,  have  been  duly  furnished,  according  to  law. 

High  School  Building  Erected — The  School  Established. 

From  1841  to  1844,  was  a  period  of  great  interest  to  the  friends  of 
popular  education.  For  more  than  twelve  }-ears  a  high  school  had  been 
contemplated  by  them  as  necessary  to  give  completeness  to  the  public  school 
system.     "The  difficulties  encountered  in  establishing  this  school,  and  the 


192  PllOVIDENCE. 

efforts  made  to  prevent  its  going  into  operation,  are  matters  of  recorded 
history,  and  would  excite  surprise  did  we  not  remember  how  slow  has 
been  the  advance  of  all  real  improvements.  It  was  opposed  by  some 
because  it  was  an  '  aristocratic '  institution  ;  by  others,  ;  because  it  was 
unconstitutional  to  tax  property  for  a  city  college  ; '  by  others,  k  be- 
cause it  would  educate  children  above  working  for  their  support ; '  and 
by  still  others,  '  because  a  poor  boy  or  girl  would  never  be  seen  in  it.' 
One  writer,  in  a  printed  communication,  went  so  far  as  to  pronounce  the 
proposed  school  an  excrescence  on  the  school  system.  But  the  major- 
ity of  citizens  did  not  recognize  the  validity  of  these  objections."  *  After 
surmounting  numerous  obstacles,  their  will  was  expressed  by  the  city 
government  ordering  a  high  school  building  to  be  erected. f  A  site,  front- 
ing on  Benefit  street,  and  bounded  on  the  north  by  Angell  street,  and  on 
the  south  by  Waterman  street,  was  purchased,  and  a  house  fifty-six  feet 
by  seventy-six  feet  put  immediately  under  contract.  The  basement  (the 
front  standing  several  feet  above  the  level  of  the  street,)  contained  a 
large  room  designed  for  lectures  and  scientific  experiments,  office  and 
private  room  for  the  superintendent,  and  a  room  for  storage  or 
other  purposes.  The  second  story  contained  four  rooms  for  the  girls' 
department.  Tin;  third  story  was  divided  into  three  apartments  for  the 
uses  of  the  English  and  classical  departments,  and  so  arranged  that 
when  necessary  they  could  be  thrown  into  one.  The  entrance  for  girls 
^as  in  front;  that  for  the  bo}*s  on  the  north  end.  Ten  or  twelve  years 
later,  another  entrance  was  provided  at  the  south  end  of  the  building. 

But  the  spirit  of  hostility  had  not  yet  been  effectually  subdued.  When 
the  house  was  nearly  completed,  a  second  effort  was  made  to  prevent  the 
school  going  into  operation.  It  was  proposed  b}7  its  opponents  to  con- 
vert the  building  into  a  city  hall,  a  convenience  then  much  needed.  A 
petition  addressed  to  the  city  council,  praying  for  the  repeal  of  that  por- 
tion of  the  ordinance  which  established  a  high  school,  and  to  appropriate 
the  new  building  to  the  purposes  of  a  city  hall,  was  circulated  for  signa- 
tures, but  received  so  few  that  it  was  never  presented. 

The  question  in  its  final  form,  of  school  or  no  school,  excited  lively  dis- 
cussions in  private  and  in  the  public  prints.  The  opponents  of  the  measure 
produced  their  strong  reasons  with  an  earnestness  that  left  no  doubt  oi 
their  sincerit}*.  On  the  other  hand,  the  friends  of  the  school  rushed  to 
the  front,  and  fought  its  battle  with  a  vigor  that  no  opposition  could  re- 
press.    The  Providence  Journal  gave  to  the  cause  its  powerful  aid.  "We 

*  Providence  School  Report,  1875,  p.  12. 

|  The  question  had  previously  been  put  out  to  the  people  and  decided  in  the  affirma- 
tive by  a  majority  larger  than  the  most  sanguine  anticipated. 


Fourth  Epoch.  193 

go  for  the  schools,  and  for  the  high  school,"  saicl  the  editor.*  "We  have 
seen  nothing  which  induces  us  to  think  that  public  opinion  has  changed 
upon  this  subject."  Through  the  same  medium  "A  Parent"  saicl: 
"  Should  we  give  up  the  contemplated  high  school,  and  convert  the  edifice 
erected  for  its  accommodation  to  some  other  purpose,  we  should,  in  nry 
humble  opinion,  be  greatly  disgraced,  and  the  language  be  justly  applied 
to  us,  '  this  man  begun  to  build,  but  was  not  able  to  finish.'  I  have, 
however,  no  fears  for  the  result.  I  have  confidence  in  my  fellow  citizens, 
to  believe  that  they  will  carry  forward  what  they  have  proposed  to  ac- 
complish, and  that  the  school  will  soon  be  in  successful  operation,  filled 
with  the  cheerful  faces  and  glad  hearts  of  our  3'outh." 

Another  writer, f  who  had  been  active  in  the  cause  of  public  education, 
said :  "  The  perversion  of  this  new  school  house  from  the  use  for  which 
it  was  intended,  would  be  a  virtual  breach  of  good  faith.  The  city  gov- 
ernment has,  at  various  periods  of  its  existence,  taken  unwearied  pains 
to  ascertain  the  sentiments  of  the  citizens  upon  the  question  of  the  high 
school.  The  reply  of  the  citizens  has  been  at  all  periods,  in  its  favor ; 
and  on  the  last  trial,  by  a  greater  majority  than  ever  before.  The}'  have 
repeatedly  called  for,  and  now  confidently  expect,  the  establishment  of  a 
high  school.  Let  their  expectations  be  met  by  a  becoming  respect  for 
their  opinions.  At  least,  let  nothing  be  done  to  defeat  the  object,  with- 
out a  new  and  formal  appeal  to  the  freemen,  to  be  answered  through  the 
ballot  boxes." 

In  the  discussion  of  the  high  school  question,  the  friends  of  that  fea- 
ture in  our  system  of  public  education  found  an  important  auxiliary  in 
Professor  William  Giles  Goddard.  He  believed  it  the  true  policy  of  the 
city  to  give  the  greatest  possible  efficienc}-  to  its  schools,  by  providing 
such  instruction  as  would  prepare  its  youth  for  any  course  of  life  they 
might  choose,  whether  agricultural,  mechanical,  mercantile,  scientific,  or 
professional.  In  a  series  of  thoughtful  and  well  digested  papers,  printed 
in  the  Providence  Journal,  he  recited  the  histoiy  of  the  high  school  move- 
ment from  its  inception,  and  then  in  strong,  positive  words,  appealed  to 
his  fellow  citizens  to  sustain  it. 

The  earnest  and  eloquent  words  of  Professor  Goddard  were  not  lost 
upon  a  communit}^  so  largelv  ripe  to  receive  them.  The}r  served  as  a 
stimulus  to  exertions  which  were  crowned  with  complete  success.  On 
Monday,  March  20th,  1843,  the  high  school  was  opened  with  appropriate 
services.  One  hundred  and  sixt}'-four  pupils  were  admitted  during  the 
year — eighty  bo}rs    and   eightj'-four  girls.     The  original  design  of  the 

*  Hon.  Henry  B.  Anthony.       f  William  E.  Richmond. 

13 


194  Providexce. 

school  has  been  steadily  pursued,  and  during  the  thirty-three  years  of  its 
existence,  upwards  of  forty-five  hundred  pupils  have  received  instruction 
within  its  walls.  The  policy  of  selecting  teachers  for  the  lower  grades 
from  its  graduates,  which  was  very  early  adopted,  has  been  continued. 
All  things  else  being  equal,  the  high  school  graduate  has  received  the 
preference.  Of  more  than  three  hundred  teachers  employed  in  187G,  a 
large  proportion  were  educated  in  this  school.  Thus,  in  the  higher  cul- 
ture and  more  exact  training  of  those  to  whom  the  instruction  of  the 
young  is  intrusted,  has  the  city,  year  by  year,  received  back  rich 
returns  for  the  generous  expenditures  made. 

The  high  school  gives  completeness  to  the  system  of  public  free  in- 
struction, and  its  practical  value  is  perhaps  best  seen  in  the  thousands  of 
its  graduates  who  have  engaged  in  the  various  industries  which  consti- 
tute the  material  prosperity  of  the  State. 


FIFTH    EPOCH. 


(1844 — 187(1.) 


Superintendent  of  Public  Schools  Chosen. 

Agreeably  to  the  school  ordinance  of  1838,  providing  for  a  superin- 
tendent of  public  schools,  the  committee,  in  1839,  proceeded  to  fill  that 
office.  They  made  choice  of  Mr.  Nathan  Bishop,  who  had  been  a  tutor 
in  Brown  University.*  Mr.  Bishop  entered  upon  the  duties  of  his  office 
August  1st,  which  he  discharged  with  great  benefit  to  the  schools,  and  to 
the  entire  satisfaction  of  the  committee,  until  1851,  when  he  resigned  to 
accept  a  similar  position  in  Boston.  The  beneficial  effect  of  this  ap- 
pointment was  reported  to  the  common  council  by  the  school  committee, 
May  28th,  1841,  in  the  following  words  :  c'  The  labors  of  the  superin- 
tendent have  put  a  new  face  upon  our  business  meetings.  If  the  ques- 
tion was  to  be  taken  upon  the  abolition  of  this  office  or  of  the  committee, 
there  could  be  but  little  hesitation  in  saving  the  office  with  those  who 
regard  the  best  interests  of  public  education." 

The  experience  of  subsequent  years  was  in  confirmation  of  the  above 
expressed  opinion. 

Mr.  Bishop  was  succeeded  by  Mr.  Samuel  S.  Greene,  who  brought  to 
his  work  a  large  experience  as  a  teacher  in  the  Boston  public  schools. 
Among  his  earliest  arrangements  was  one  for  bringing  the  teachers  of 
the  various  schools  together,  at  stated  times,  to  receive  from  him  such 
instruction  as  might  be  of  essential  service  to  them  in  their  daily  work. 
Lie  also  suggested  a   normal  class,  to  be  formed  out  of  such  graduates 

*  So  far  as  is  known,  Providence  was  the  first  city  in  this  country  to  provide  for  a 
superintendent.    The  example  was  afterwards  adopted  by  other  cities  and  towns. 


196  Pkovidence. 

of  the  schools  as  wished  to  become  teachers,  in  which  they  would  "  gc 
through  a  systematic  drill  in  the  art  of  teaching,"  as  an  "  importan 
step  forward  in  the  elevation  of  our  schools."  He  likewise  commencec 
a  course  of  written  examinations  as  the  best  test  of  the  quality  of  tin 
work  done  by  pupils  in  the  grammar  schools — a  course  that  is  still  con 
tinned,  and  producing  excellent  results.  Mr.  Greene  discharged  thi 
duties  of  superintendent  for  four  years  with  signal  advantage  to  th< 
public  schools,  and  to  the  general  interests  of  education  in  the  city 
when,  having  been  appointed  to  a  professorship  in  Brown  University,  h 
resigned. 

Immediately  on  the  resignation  of  Professor  Greene,  the  presen 
incumbent,  Rev.  Daniel  Leach,  D.  D.,  was  elected  to  the  office,  and  fo 
twenty-one  years  has  performed  the  services  devolved  upon  him  wit 
marked  industiy  and  singleness  of  purpose.  During  these  years  man; 
important  changes  have  been  made  in  methods  of  instruction,  tendin; 
to  elevate  the  character  of  the  schools  and  to  attract  attention  to  ther 
from  abroad.  His  reports  have  been  much  sought  by  educators  in  ever 
part  of  the  country,  for  the  important  views  and  valuable  hints  the; 
contain. 

In  his  first  quarterly  report  Superintendent  Leach  recommended  tha 
provision  be  made  for  a  "  Mixed  or  Ungraded  School,"  for  a  numerou 
class  of  children  having  too  little  education  to  be  qualified  to  enter  th 
grammar  schools,  and  too  old  to  be  willing  to  attend  the  primary  c 
intermediate  schools. 

In  his  report  for  the  next  year  (1856),  the  superintendent  suggeste 
"  the  propriety  of  having  an  annual  course  of  lectures  adapted  to  th 
higher  classes  in  our  schools,  and  those  who  have  recently  left  them, 
showing,  u  by  familiar  illustrations,  the  intimate  relation  of  science  t 
art,  and  how  ever}-  species  of  knowledge  can  be  made  productive,  an 
so  applied  as  to  secure  the  greatest  results." 

Instruction  in  plrysiolog}'  so  far  as  necessar}*  to  give  to  the  3'oung 
knowledge  of  the  fundamental  laws  of  health,  was  also  commended  t 
the  attention  of  the  school  committee,  together  with  the  introduction  c 
sewing  into  the  schools  as  an  important  element  of  female  educatior 
This  latter  suggestion  was  subsequently  adopted,  and  for  many  year 
needle  work  has  been  successful!}'  taught  without  detriment  to  the  usin 
book  studies.  Already  thousands  of  girls  have  left  school  with  a  con 
petent  knowledge  of  the  use  of  the  needle  who  could  never  have  receive 
the  instruction  at  home,  and  hundreds  are  known,  in  consequence  of  thi 
acquisition,  to  have  obtained  remunerative  employment  in  the  way  c 
self-support. 


Fifth  Epoch.  197 

Until  the  office  of  superintendent  of  public  buildings  was  established 
a  few  years  since,  the  superintendent  of  public  schools,  in  addition  to 
his  ordinary  duties,  had  the  care  of  all  the  school-houses,  estates  and 
school  apparatus,  and  under  the  executive  committee  attended  to  making 
repairs  and  furnishing  school-rooms  with  furniture,  etc. 


Grades — Classification — Promotions. 

Previous  to  the  reorganization  of  1828,  the  schools  were  ungraded, 
and  much  of  the  time  of  the  principals  was  emplo}Ted  in  instructing 
young  children  in  alphabet  and  other  elementary  lessons,  an  arrange- 
ment neither  satisfactory  nor  economical.  The  reorganization  of  1838, 
suggested  b}-  the  experience  of  ten  years,  provided  for  four  grades  of 
schools  —  primary,  intermediate,  grammar  and  high,  and  when  the 
latter  went  into  operation,  the  original  idea  of  a  public  free  school  system 
was  as  well  developed  as  the  suggestions  of  a  carefully  tried  method, 
and  the  light  of  the  hour  rendered  possible.  But  this  advance  upon  the 
past  fell  short  of  completeness.  To  make  these  grades  answer  best  the 
purpose  for  which  they  were  created,  specific  classification  became 
necessary.  On  the  recommendation  of  the  superintendent  such  a  classi- 
fication was  made,  and  a  uniform  course  of  study  in  the  corresponding 
classes  of  the  same  grade  throughout  the  city,  secured. 

When  the  grammar  school-houses  on  Benefit,  Prospect,  Arnold,  Elm, 
Summer  and  Fountain  streets  were  built,  accommodations  were  provided 
in  the  first  story  of  each  for  a  primary  and  an  intermediate  school.  The 
second  story  was  thrown  into  one  large  hall,  to  be  occupied  by  the  gram- 
mar, or  third  grade  pupils.  These  soon  averaged  in  each  school 
about  two  hundred,  under  the  charge  of  a  male  principal  and  several 
female  assistants  who  heard  recitations  in  adjacent  ante-rooms.  But 
this  arrangement  while  affording  some  advantages,  was  open  to  serious 
objections.  The  large  size  of  the  room  enabled  pupils  remote  from  the 
principal's  desk  to  escape  his  constant  observation,  and  afforded  them 
opportunity  to  shirk  study  without  detection,  while  the  noise  and  con- 
fusion caused  by  classes  passing  continually  to  and  from  the  recitation 
rooms,  distracted  attention,  and  tended  to  disturb  the  order  of  the 
school.  It  was  believed  that  were  this  mass  of  pupils  placed  in  separate 
rooms  to  the  number  of  fifty  or  sixty  in  each,  and  each  teacher  made 
responsible  for  her  own  room,  better  results  would  be  obtained.  As  an 
experiment,  the  Benefit  street  and  Elm  street  houses  were  altered,  and 
the  pupils  graded  and  classified  according  to  their  attainments!     This 


198  Providence. 

succeeded  so  well,  that  other  houses  were  altered  to  correspond,  and  in 
the  building  of  new  grammar  school-houses  the  same  plan   was  pursued. 

The  benefit  derived  from  adopting  the  foregoing  plan,  was  soon  per- 
ceptible, and  attracted  the  attention  of  educators  in  our  own  State  and 
elsewhere,  who  visited  the  public  schools  to  acquaint  themselves  with 
the  Providence  system.  The  State  commissioner  of  public  schools  in 
his  report  to  the  legislature  at  its  January  session  in  1859,  said  : 
"  During  the  interval  between  the  winter  and  summer  schools  of  the 
rural  districts,  I  visited  all  (he  schools  in  the  city  of  Providence.  After- 
wards I  made  short  visits  to  Boston  and  New  York,  for  the  purpose  of 
making  myself  better  acquainted  with  the  schools  of  those  cities.  Tne 
results  of  these  visits  was  such  as  to  give  me  increased  confidence  in 
the  system  now  established,  and  which  has  so  long  been  in  operation  in 
this  city.  The  changes  which  have  been  recently  made  in  the  classifica- 
tion and  gradation  of  the  schools,  will  add  greatly  to  their  efficiency 
and  success.  The  friends  of  public  schools  in  all  parts  of  the  State, 
especially  in  the  villages  and  larger  towns,  in  attempting  to  improve 
their  schools,  will  do  well  to  give  the  schools  of  Providence  a  careful 
examination  before  they  proceed  far  in  their  attempted  improvement." 
Following  out  this  system,  an  exactness  and  uniformity  never  before 
attained  has  been  reached,  and  is  scarcely  open  to  future  modification, 
certainly  not  to  radical  change. 

Another  important  method  connected  with  gradation  and  classifica- 
tion, is  this  : — that  while  promotions  take  place  in  the  grammar  schools 
semi-annually,  and  from  the  grammar  schools  to  the  high  school  annually, 
every  pupil  in  the  former  who  can  advance  faster  than  his  class  is  al- 
lowed so  to  do,  forestalling  all  cause  for  complaint  that  bright,  studious 
pupils  are  compelled  to  wait  the  slow  progress  of  idlers  or  dullards  ;  and 
as  each  by  this  course  finds  a  stimulant  to  industry,  individuality  is  more 
distinctly  developed.* 

The  exactness  with  which  this  system  of  classification  works,  is  seen 
in  the  following  statement :  The  average  age  of  the  first  or  lowest  grade 
of  pupils  in  all  the  grammar  schools  in  the  city,  is  11  years  and  4  months  ; 
the  second  grade,  12  years  and  11  months  ;  the  third  grade,  13  years  and 
11  months  ;  the  fourth  grade,  14  years  and  11  months  ;  and  the  lowest,  or 
entering  grade  in  the  high  school,  15  years  and  11  mouths. 

*"  At  Providence  the  school  system  seems  to  he  remavkahly  complete."— Report  U.  S. 
Commissioner  0/  Education,  1873. 


Fifth  Erocn.  199 

Improvement  in  Spelling. — Geography. — Drawing. — Centennial 

Exhibition. 

About  1860,  the  superintendent  made  an  effort  to  improve  the  spelling 
in  the  public  schools.  B\T  a  "  group  method,"  as  it  maybe  called,  intro- 
duced first  into  a  colored  school,  the  most  remarkable  results  were  ob- 
tained. As  the  other  schools  entered  heartily  into  the  superintendent's 
views,  the  success  became  so  marked  as  to  attract  attention  and  call 
forth  encomiums  from  abroad.*  Quarterly  written  examinations  in 
this  department  have  for  many  years  been  practised,  which  tend  to 
strengthen  the  memory  and  ensure  exactness. 

In  the  study  of  geography,  a  similar  improvement  has  been  made. 
Every  lesson  recited  is  required  to  be  illustrated  with  a  map  drawn  by 
the  pupil  from  memory,  upon  the  blackboard,  showing  the  courses  of 
rivers,  mountain  ranges,  the  location  of  the  principal  towns  and  cities, 
and  other  points  of  importance  embraced  in  a  topographical  description. 
By  this  method  the  pupil  obtains  a  clear  perception  of  the  relation  of 
different  parts  of  a  country  and  of  the  world  to  each  other.  The  skill 
and  exactness  thus  acquired  in  free  hand  drawing,  gives  a  charm  to  a  study 
important,  but  usually  dry  and  unattractive  to  the  young.  To  the  Rhode 
Island  department  of  the  great  Centennial  Exhibition  of  1876,  at  Phila- 
delphia, specimens  of  maps  were  sent  from  the  Providence  schools,  drawn 
entirely  from  memory,  which  for  accuracy  and  beauty  of  finish  could 
scarcely  have  been  surpassed  had  the  pupils  been  permitted  to  copy  from 
an  atlas.  In  this  line  of  free  hand  drawing  the  schools  of  Providence  oc- 
cupy a  foremost  rank.f  Accompanying  these,  were  a  large  number  of 
architectural  and  mechanical  drawings  and  ornamental  designs,  made  by 
pupils  in  the  polytechnic  school,  as  a  part  of  their  regular  work.  The 
specimens  were  finely  executed,  and  many  of  them  would  have  been 
creditable  to  a  practised    draughtsman.     In   the   same  connection    were 

■*"The  Providence  schools  have  a  high  character  for  the  accuracy  of  their  spelling. 
One  of  the  professors  of  Brown  University  told  me  that  he  noticed  a  marked  superiority 
in  this  respect  in  students  who  had  heen  educated  in  the  Providence  schools  to  those 
educated  elsewhere.  There  is  a  colored  intermediate  school  whose  performances  are 
quite  wonderful  in  this  way.  Mr.  Northrop,  the  agent  of  the  board  of  education  in 
Massachusetts,  has  mentioned  in  one  of  his  reports  the  fact  of  setting  the  children  in 
this  school  seventy-five  of  the  hardest  words  he  could  find  in  their  spelling  hook,  and  of 
their  being  spelt  without  mistake.  I  saw  something  of  a  similar  kind  myself."— Report 
of  Rev.  Dr.  Fraser  to  the  English  Parliament,  18G6. 

t  Walter  Smith's  system  of  drawing  has  been  introduced  into  the  public  schools,  and 
a  teacher  employed  to  give  instruction.  The  lessons  take  their  appropriate  place  in 
school  routine. 


200  Providence  . 

sent,  in  neatly  bound  volumes,  a  large  collection  of  papers  comprising 
written  examinations  made  in  the  customary  way,  in  writing,  spelling, 
arithmetic,  grammar,  geograply,  history  and  music,  showing  the  daily 
work  of  all  the  schools. 

School  Houses. — School  Attendance. 

Commencing  in  1800,  as  already  seen,  with  four  school-houses,  the 
number  has  increased,  as  the  growth  of  population  required,  to  fifty-one, 
in  1876.  "  Whipple  Flail"  was  purchased  of  the  proprietors  for  $500,  to 
which  was  added  $450,  paid  to  Darius  Allen  and  Samuel  Staples  for 
alterations  and  repairs.  For  the  brick  school-house  on  Meeting  street 
the  proprietors  were  paid  8892.50.*  A  school  house  was  the  same  year 
built  on  "  Transit  lane,"  and  another  on  the  west  side  of  the  river,  at  a 
cost  of  $2,097  each.  The  price  paid  for  the  land  on  which  the  former 
stood,  was  $610.  Between  1838  and  1844  Thomas  P.  Ilolden,  Edward 
P.  Knowles,  Joseph  Cady,  Heniy  Anthony,  and  Seth  Padelforcl,  under 
authority  of  the  city  council,  supervised  the  building  of  a  high  school, 
six  grammar  and  six  primary  school-houses,  at  an  aggregate  cost  of 
$100,060.  The^high  school-house,  including  $5,500  paid  f^r  the  land, 
and  $98.08  for  curbing,  grading,  etc.,  cost  $21,484.79.  Of  the  thirty- 
seven  houses  since  built,  the  best  specimens  of  the  primary  and  intermediate 
are  the  Summer  street,  Messer  street,  Warren  street  and  Jackson  avenue  ; 
and  of  the  grammar,  Doyle  avenue,  Thayer  street,  Federal  street  and 
Point  street,  all  of  which  are  fine  specimens  of  school  architecture.  Of 
these,  the  Point  street  house  covers  the  most  ground,  and  presents  a 
highly  imposing  appearance.  The  internal  arrangements  are  such  as  to 
leave  little  or  nothing  to  be  desired.  The  annexation  of  the  tenth  ward 
to  Providence,  added  seven  school-houses  to  the  previous  number.  Two 
have  since  been  built.  The  assessors'  valuation  of  school  property,  ex- 
clusive of  houses  and  land  in  the  tenth  ward,  is  $714,380. 

For  the  first  twelve  years,  after  the  schools  were  established  the  at- 
tendance  rarel}T  exceeded  800.  From  1819  to  1827  the  attendance  ranged 
from  744  to  886.  In  1836,  the  number  reported  attending  the  public 
schools  was  1,456  ;  the  number  attending  no  school,  1,604  ;  while  3,235 
attended  private  schools.  In  1828,  the  absences  reported  amounted  to 
one-quarter  of  all  the  pupils  registered.  The  average  attendance  that 
year  was  1,000.     In  1838,  it  was   1,717;  in  1848,  it   had  increased  to 

*  The  proprietorship  ot  "Whipple  Hall  "  was  divided  into  fifty  rights,  at  £100  old  tenor 
(not  £120  as  inadvertently  stated  on  page  137),  or  £4.10.9  '-lawful  money,"  each.  The 
brick  school-house  on  Meeting  street,  comprised  eighty-five  rights  at  £3.10  each. 


Fifth  Epoch.  201 

6,005;  in  1858,  the  register  showed  an  attendance  of  7,257;  in  1868, 
the  number  had  increased  to  7,392.  In  1875,  the  whole  number  regis- 
tered was  12,507. 

School  Expenditures. — Moral  Supervision. 

The  first  appropriation  made  for  the  support  of  the  public  schools, 
was,  as  already  related,  $6,000.  From  that  time,  as  the  necessity  for 
additional  school  accommodations  was  met,  expenditures  in  this  depart- 
ment advanced.  In  1848,  the  cost  of  maintaining  the  schools  was  thirty 
per  cent,  of  the  whole  city  expenses.  In  ten  years  (1858),  the  propor- 
tion had  diminished  to  fourteen  per  cent.  In  1874,  they  were  reduced  to 
2.7  per  cent,  for  school  instruction,  and  including  "  general  expenses," 
3.1  per  cent.  In  few  New  England  or  other  cities  is  the  cost  of  free 
school  education  so  low  as  in  Providence.  In  Boston,  the  expense  of 
the  public  schools,  is  more  than  fifty  per  cent,  greater.  "  No  private 
academy  or  seminary  can  give  to  the  children  of  this  city  an  education 
so  thorough  and  advanced  as  our  public  schools  furnish,  at  less  than 
three  or  four  times  the  cost  now  charged  upon  the  public  treasuiy  ;  nor, 
so  far  as  is  known,  does  any  other  principal  New  England  city  receive 
larger  or  better  returns  for  its  outla}'."  *  * 

By  reference  to  preceding  pages  it  will  be  seen  how  careful  were  the 
early  guardians  of  the  .public  schools  to  protect  the  morals  of  the  young. 
They  did  not  believe  that  dogmatic  theolog}'  or  sectarian  peculiarities 
should  constitute  a  part  of  public  school  instruction,  but  they  did  believe 
that  every  pupil  should  be  impressed  with  the  value  of  a  pure  character, 
and  taught  that  virtue  and  integrity  as  underlying  principles  of  Chris- 
tianity, were  of  higher  moment  than  mere  intellectual  attainments.  And 
in  this  unexceptionable  spirit  are  the  schools  still  supervised. 

Evening  and  Vacation  Schools. 

Evening  schools  were  commenced  in  Providence  in  1842,  under  the 
auspices  of  the  Ministry-at-large,  to  meet  a  large  class  of  wants  not 
reached  by  the  day  schools,  and  were  continued  for  thirteen  years  with 
gratifying  success.  In  the  meantime  this  class  of  schools  attracted 
public  attention,  and  in  1849  two  were  opened  by  the  city,  and  with  the 
exception  of  three  winters  (one  during  the  war  of  the  rebellion,)  have 
been  regularly  continued  to  the  present  da}\     In  1856  the}'  had  attained 

*  School  Report  for  1875. 


202  Providence. 

a  popularity  and  usefulness  that  authorized  their  recognition  as  a  part 
of  the  public  school  system.  For  several  years  past  the  schools  have 
been  seven  in  number,  including  a  polytechnic  school.  The  two  schools 
opened  in  1819  registered  210  pupils.  In  1875  the  total  enrollment  was 
2,228.  The  pupils  embraced  both  sexes,  none  being  received  under 
twelve  years  of  age.  These  schools  have  been  found  of  great  value  in 
two  respects  :  They  withdraw  from  the  streets  five  evenings  in  the 
week  a  large  class  of  boys  and  girls  who  would  otherwise  be  exposed 
to  out-door  temptations,  and  afford  opportunities  for  acquiring  an  edu- 
cation to  many  operatives  and  others  who  by  age  and  other  causes  are 
precluded  attending  the  da}T  schools.  To  the  immigrant  population, 
every  year  increasing  in  the  city,  these  schools  have  proved  an  invalu- 
able blessing.  In  1856  an  additional  school  for  girls  was  opened  in  the 
high  school  building,  in  which  gratuitous  instruction  was  given  by  super- 
intendent Leach  and  William  G.  Crosby.  The  ellicienc}-  of  these  schools 
have  commended  them  to  the  friends  of  education  in  different  parts  ot 
the  State,  and  upwards  of  fifty  have  been  established  in  different  manu- 
facturing villages.* 

Vacation  schools  were  opened  in  1871,  for  the  benefit  of  children  who 
during  the  summer  vacation  of  the  public  schools  remain  in  the  city 
exposed  daily  to  the  dangers  and  temptations  of  the  streets.  The 
pupils  are  mostl}*  of  the  primary  and  intermediate  grades.  The  schools 
are  commenced  about  two  weeks  after  the  close  of  the  public  schools 
and  closed  one  week  previously  to  their  opening  in  the  autumn.  The 
number  of  children  enrolled  in  1875  was  1,150.  Besides  the  usual 
course  of  study,  a  large  amount  of  oral  instruction  is  given,  for  the 
purpose  of  acquainting  the  pupils  with  the  names  and  uses  of  the 
various  products  of  agriculture  and  of  manufactures,  and  also  those 
which  constitute  the  main  features  of  domestic  and  foreign  commerce. 
By  this  process  much  useful  knowledge  is  acquired  which  school  books 
do  not  furnish,  while  at  the  same  time,  without  any  strain  upon  the 
brain,  the}*  are  pleasantly  preparing  pupils  for  the  more  exact  studies  of 
the  autumn  term. 

Vacation  schools,  as  connected  with  our  public  school  system,  and 
carried  on  under  the  supervision  of  the  public  school  committee,  are 
peculiar  to  Providence.  Their  success  here  has  attracted  the  attention 
of  educators  and  philanthropists  in  oth?r  principal  cities  of  ourcountiy, 
and  it  is  believed  that  the  year  is  not  far  distant  when  the  example  here 
set,  will  be  very  generally  adopted  in  all  thickly  populated  places. 

*Mr.  Samuel  Austin,  of  Providence,  as  agent  of  'The  Rhode  Island  Educational  Union," 
has  been  hugely  instrumental  by  his  personal  labors,  in  awakening  an  interest  in  this 
class  of  schools. 


FiFTTii   Epoch.  203 

Music  in  the  Schools. 

Music  "  as  an  important  branch  of  learning,"  was  introduced  into  the 
public  schools  of  Providence,  in  1844.  The  first  male  teacher  was  Mr. 
Jason  White,  the  second  Mr.  Charles  M.  Clarke,  and  the  third  Mr.  Seth 
Sumner.  For  a  single  year  (180G,)  a  portion  of  the  schools  were  placed 
under  the  charge  of  Mr.  Walter  S.  Meade.  The  fourth  teacher  was  Mr. 
Henry  Carter,  who  was  succeeded  lry  the  present  incumbent,  Mr.  Benja- 
min W.  Hood.  As  the  duties  of  the  principal  from  year  to  year 
increased,  female  assistants  to  take  charge  of  the  lower  grades  of  school, 
were  appointed.  These  have  been  Eliza  Lewis,  Charlotte  O.  Doyle, 
(resigned  in  1875,)  Mary  E.  Rawson,  Charlotte  R.  Hoswell  and  Sarah 
M.  Farmer.     Mrs.   Rawson  and  Miss  Farmer  are  the  present  assistants. 

Under  the  several  successive  principals  and  assistants  above  named, 
constant  and  satisfactory  progress  in  the  knowledge  of  music  has  been 
made,  and  the  study  found  to  be  helpful  rather  than  a  hindrance  to  other 
studies.  The  course  of  instruction  is  substantially  this  :  In  the  lowest 
grade  of  the  primary  schools  rote  singing  is  principally  practised,  with 
a  few  characters  given  to  the  pupils,  acquainting  them  with  the  staff, 
names  of  lines,  spaces,  notes  and  rests.  In  the  next  higher  grade, 
reading  notes  and  singing  by  note  is  added  to  rote  singing.  The  inter- 
mediate grade  is  drilled  in  singing  by  note,  and  receives  instruction  in 
rhythm.  In  the  grammar  schools  the  pupils  are  taught  music  in  two 
parts,  and  as  they  advance  to  higher  grades  (the  high  school)  they  are 
taught  more  elaborate  music,  at  the  same  time  paying  attention  to  quality 
of  toue  and  exactness  of  time.  At  an  exhibition  of  grammar  school 
pupils  in  Music  Hall,  in  1875,  under  the  direction  of  Mr.  Hood,  they 
showed  a  thoroughness  in  culture  that  drew  forth  unqualified  commenda- 
tion. The  music  was  of  a  more  difficult  character  than  is  usually  heard  in 
public  schools,  and  the  time  and  rendition  were  so  exact  as  to  excite  the  sur- 
prise of  the  large  audience  present.  The  annual  exhibition  of  the  high 
school  pupils,  wh'ch  for  many  years  has  tilled  Music  Hall  to  its  entire 
capacity  with  interested  friends,  has,  in  the  line  music  of  the  occasion, 
furnished  an  attraction  second  only  to  the  essays  and  forensic  efforts  of 
the  graduating  classes.  The  study  of  music,  however,  has  been  for  its 
advantages  as  a  vocal  drill  and  for  its  practical  utility  in  other  respects, 
rather  than  for  display  ;  and  at  no  time  have  other  studies  been  curtailed 
or  suspended  for  its  advantage.  The  specimens  of  musical  composition, 
elsewhere  referred  to,  sent  by  the  schools  to  the  Centennial  Exhibition, 
are  proofs  of  the  thorough  instruction  given,  and  of  the  progress  made 
in  the  study  as  a  science. 


204  Providence. 

Presidents  and  Secretaries  of  the  School  Committee  —  Standing 

Committees. 

The  successive  presidents  of  the  school  committee  have  been  as 
follows : 

Rev.  Asa  Messer,  -                   -                   from  1828  to  1832. 

Hon.  Samuel  W.  Bridgham,                 -                               "  1832  to  1840. 

Thomas  W.  Dorr,  Esq.,  -                    -                        "  1841  to  18-42. 

Hon.  Thomas  W.  Burgess,                    -                                 "  1842  to  1852. 

Hon.  Amos  C.  Barstow,  -                   -                       "  1852  to  1853. 

Hon.  Walter  R.  Danforth,                     -                                 "  1853  to  1854. 

Hon.  Edward  P.  Knowles,  -                   -                       "  1854  to  J  855. 

Hon.  James  Y.  Smith,        -                    -                                 "  1855  to  1857. 

Hon.  William  M.  Rodman,  -                   -                       "  1857  to  1859. 

Hon.  Jabez  C.  Knight,        -                    -                                 "  1859  to  18(54. 

Hon.  Thomas  A.  Doyle,  -                   -                       "  1864  to  1809. 

Hon.  George  L.  Clarke,     -                    -                                 "  1809  to  1870. 

Hon.  Thomas  A.  Doyle,  -                    -                        "  1870  to  1875. 

Rev.  Henry  W.  Rugg,        -                   -                   -            "  1875  to 

All  the  above  named  gentlemen,  except  Rev.  Mr.  Rugg,  were  ex-officio 
members  of  the  school  committee,  and  from  1332  to  1875,  it  had  been 
customary  to  elect  the  mayor  to  preside  over  the  deliberations  of  that 
body. 

The  secretaries  of  the  board  have  been  Walter  R.  Danforth,  George 
Curtis,  Robert  H.  Ives,  William  Aplin,  Edward  R.  Young,  Charles  H. 
Parkhurst,  Reuben  A.  Guild,  Amos  M.  Bowen,  and  Sarah  H.  Ballou, 
the  present  incumbent. 

The  standing  committees  are  ten  in  number,  viz. :  executive  com- 
mittee, committee  on  qualifications,  committee  on  high  school,  committee 
on  evening  schools,  committee  on  music,  committee  on  drawing  and 
penmanship,  committee  on  finance,  committee  on  by-laws,  committee  on 
vacation  schools,  committee  on  text-books. 

School  Hygiene. — Ventilation — Dr.  Leach's  System. 

In  the  early  period  of  public  schools  in  Providence,  little  attention 
was  paid  to  the  hygiene  of  the  school-room,  and  particularly  to  ventila- 
tion in  its  relation  to  health.  For  twenty-five  or  thirty  }Tears  after  the 
schools  were  established,  open  fire-places  (the  best  kind  of  ventilation,) 
were  in  vogue,  and  these  with  the  fresh  air  forcing  its  way  through  the 
crannies  of  windows,  doors  and  floors,  prevented  an  accumulation 
of  impure  atmosphere  noticeable  as  detrimental  to  the  health  of 
pupils  ;  and  it  was  only  when  anthracite  coal  was  introduced  as  a  fuel, 


Fifth  Epoch.  205 

throwing  a  portion  of  its  unconsumed  gas  into  the  room,  consuming  its 
oxygen,  and  by  the  dryness  of  the  atmosphere  accelerating  the  outflow 
of  insensible  perspiration  from  the  human  bod}T,  that  improvement  in 
the  construction  of  school-houses  came  to  be  considered  necessary. 

The  first  advance  upon  the  past  was  made  between  1838  and  1842, 
when  the  new  primary  and  intermediate,  grammar  and  high  school 
buildings  were  erected.  But  even  in  these  dependence  was  placed  solely 
on  lowering  the  upper  sashes  of  windows  and  a  small  trap  opening  in 
the  ceiling  of  the  room  for  the  escape  of  heated  air  into  the  attic  of  the 
building,  to  escape  again  through  a  small  oriole  window.  Such  was  the 
kind  of  ventilation  provided -for  the  high  school  until  within  a  few  years, 
when  a  Robinson  apparatus  was  applied  to  a  single  room,  and  for  the 
first  time  direct  communication  by  a  ventiduct  was  had  with  the  external . 
air.  Previously  to  this  the  grammar  schools  had  been  partially  relieved 
by  the  use  of  Emerson's  ventilators,  but  in  all  the  old  primary  and  inter- 
mediate buildings  teachers  and  pupils  continued  to  suffer  from  breathing 
mephitic  air. 

To  the  need  of  better  ventilation,  and  to  other  causes  injuriously 
affecting  health,  the  superintendent  at  different  times  called  attention, 
and  in  1870  a  special  committee  made  a  report  to  the  school  board  on 
"  Health  in  relation  to  Education,"  in  which  the  same  need  was  urged. 
Perfect  ventilation,  it  was  said,  should  be  secured  "  at  whatever  pecuni- 
ary cost."  To  this  should  be  added  such  an  arrangement  of  seats  in 
the  school-room  as  would  "  secure  pupils  from  the  discomfort  of  sittino- 
facing  the  light,  or  of  suffering  the  dazzle  of  cross-lights,"  which  strain 
the  optic  nerve,  and  affect  the  brain.  Shorter  and  less  exhaustive 
lessons  for  pupils  troubled  with  myopia  or  near-sightedness,  and  physical 
exercise  as  a  part  of  the  daily  routine  of  the  school,  were  recommended 
as  helps  in  securing  "  strong,  healthy  and  thoroughly  cultured  bodies 
and  minds." 

No  marked  opportunity  for  improvement  occurred  until  the  erection 
of  the  Thayer  street  grammar  school-house  in  1867,  when  the  superin- 
tendent of  schools  was  authorized  to  introduce  a  system  invented  by 
him  in  1854,  while  employed  by  the  Massachusetts  Board  of  Education 
to  examine  into  the  location  and  construction  of  school-houses  in  that 
State.  It  consists  of  four  ventiducts  or  shafts  in  the  building,  extend- 
ing from  the  cellar  through  the  roof.  The  dimensions  of  these  shafts 
are  4J  by  3£  feet,  and  made  perfectly  smooth.  There  are  two  openings 
from  each  room  into  one  of  these  ventiducts  3  feet  by  2  feet,  one  at  the 
bottom,  the  other  close  to  the  ceiling.  The  temperature  in  the  venti- 
duct is  raised  several  degrees  higher  than  it  is  in  the  school-rooms.  This 
is  absolutely   necessary  to  success.     The  higher  the  temperature,  the 


206  Providence. 

more  effective  the  ventilation.  The  heat  maj'  be  applied  by  means  of  a 
smoke  pipe,  by  a  steam  radiator,  by  gas,  or  by  a  small  stove  at  the 
bottom.  In  this  house  a  stove  is  used  whenever  the  condition  of  the 
atmosphere  requires. 

The  success  of  this  s}-stem  has  been  so  complete,  that  after  a  session 
of  two  hours  or  more,  there  is  no  perceptible  difference  in  the  quality  of 
the  air  in  the  rooms  or  out.  The  same  system  was  subsequently  applied 
to  the  Warren  street  primary  and  intermediate  school  building,  with 
equal  success.  Since  then,  in  the  erection  of  new  school-houses,  venti- 
lation has  received  the  attention  its  importance  demands,  and  pure  air 
in  sufficient  quantit}'  obtained. 

Several  3'ears  ago,  the  superintendent  devised  another  plan  of  an 
economical  character,  for  relieving  school  rooms  of  foul  air  that  have  no 
adequate  means  of  ventilation,  and  upon  which  it  is  inexpedient  to  lay 
out  any  considerable  sums.  As  an  experiment  it  was  applied  to  two 
rooms  in  the  East  street  school-house.  The  plan  embraces  four  openings 
of  suitable  length  and  width,  two  on  each  side  of  the  room  and  opposite 
each  other  ;  the  upper  openings  beiug  about  one  foot  below  the  ceiling, 
and  the  lower  ones  near  the  floor.  Into  each  of  these  openings  is  inserted 
a  frame  of  slats,  placed  at  a  very  acute  angle, — the  upper  ones  forcing  the 
inflowing  current  directly  against  the  ceiling,  causing  its  rapid  diffusion 
through  the  upper  atmosphere  of  the  room,  without  detriment  to  the  com- 
fort of  the  pupils.  This  fact  was  satisfactorily  determined  by  very  accurate 
chemical  teste.  The  slats  above  mentioned  should  be  about  one  foot  in 
width,  one-fourth  of  an  inch  thick,  and  not  more  than  three-eighths  of  an 
inch  apart. 

These  openings  are  covered  with  slides  moved  at  will,  and  held  in 
place  by  weights  suspended  over  pulleys.  The  slides  enable  the  teacher 
to  regulate  the  inflow  of  pure  air,  so  as  to  preserve  uniformity  in  quan- 
tity, whatever  may  be  the  force  of  the  wind.  The  lower  openings  are 
used  only  for  expelling  the  noxious  air  which  at  times  forms  a  stratum 
near  the  floor.  But  one  of  the  openings  is  used  at  a  time,  and  that 
opposite  the  direction  of  the  wind. 

This  description  is  enough  to  give  a  general  idea  of  the  plan  of  ven- 
tilation which  has  been  on  trial  nearly  three  years.  According  to  tin 
testimon}'  of  the  teachers,  it  has  been  entirely  successful.  A  pure  air 
has  been  obtained,  and  the  use  of  open  windows  for  ventilation  has  been 
entirely  superseded. 

Gentlemen  interested  in  the  subject  of  ventilation  who  have  visited  the 
East  street  school  have  borne  testimony  to  the  purity  of  the  air  in  these 
rooms,  and  to  the  wide  awake  appearauce  of  the  children  ;  and  the}*  have 
been  equally  emphatic  in    stating    the  loul   condition  of  the    air  in   the 


Fifth  Epoch.  207 

other  rooms,    and    its   unmistakeable    effects    upon   the    children,    even 
though  the  windows  were  lowered  more  than  it  was  safe  to  have  them. 

Recently,  a  number  of  medical  sanitarians*  examined  into  the  work- 
ings of  this  system,  and  in  a  valuable  report  on  the  Hygiene  of  the 
school  room,  give  it  their  heart}'  sanction.  The}*  say:  "The  system, 
which  we  have  carefully  investigated,  possesses  the  following  advantages 
over  its  competitors,  which  seem  to  us  strong  ones  :  It  is  cheap  and 
readily  applied  to  any  building,  old  or  new.  It  is  independent  of  light 
supply  and  directly  under  the  control  of  the  teacher  of  the  room.  It  has 
double  apertures  for  entrance  of  fresh  and  exit  of  exhausted  air,  close  to 
both  floor  and  ceiling.  By  the  upward  angle  of  the  broad  slats,  compos- 
ing the  entry  flue,  the  air  is  directed  away  from  the  floor  and  ground  cur- 
rents avoided.  B\T  the  close  proximity  of  the  slats  to  each  other,  the  air 
enters  the  room  in  thin  sheets,  in  which  condition  it  mixes  with  and  is 
heated  by  that  which  it  meets  with  greater  ease  than  if  projected  into 
the  apartment  in  one  mass.  We  believe  that  the  method  applied  in 
East  street  combines  more  valuable  features  than  any  other  which  has 
fallen  under  our  notice.  It  therefore  gives  us  great  pleasure  to  express 
our  hearty  approval  of  this  system." 

This  plan  admits  of  various  modifications,  and  can  be  applied  to  windows 
when  the  original  method  would  be  less  convenient  and  more  expensive. 
In  this  way  it  has  been  successfully  used  in  school-rooms,  hospital  and 
other  buildings.  The  inventor  having  neglected  to  take  out  a  patent, 
while  he  has  freely  explained  it  to  inquirers,  the  principle  has  been  used 
b}'  persons  in  different  parts  of  the  country,  and  claimed  to  be  original 
with  them  ;  and  this  since  it  was  applied  to  the  East  street  school-house 
in  1873  ! 

According  to  the  most  approved  authorities,  the  laws  of  health  demand 
for  each  pupil  at  least  twenty-five  square  feet  of  standing  room,  and  not 
less  than  two  hundred  and  forty  cubic  feet  of  pure  air  per  hour.  Three 
hundred  feet  would  be  better.  In  the  erection  of  new  school-houses, 
and  in  the  alteration  of  old  ones,  these  conditions  should  be  observed. 

The   Close. 

It  has  been  a  favorable  circumstance  in  the  history  of  the  public 
schools,  that  the  successive  chief  magistrates  of  Providence  have  been 
their  helpful  friends.  Both  in  their  private  and  official  character  they 
have  given  them  unqualified  support,  and  sanctioned  liberal  appropria- 
tions for  their    support.     His  Honor,  Mayor  Doyle,  whose  long   con  nee. 

*  William  F.  Hutchinson,  M.  D.,  William  H.  Traver,  M.  D.,  J.  Morrow,  M.  D.,   L.  11.  Col. 
Ed.,  Oliver  C.  Wiggin,  M.  D. 


208  Providence. 

tion  with  them  as  a  member  of  the  school  committee  has  made  him 
familiar  with  their  wants,  represented  the  spirit  of  his  predecessors  no  less 
than  his  own,  when  at  the  dedication  of  the  Thayer  street  grammar 
school-house  in  1868,  he  said:  "Asa  representative  of  the  common 
school,  I  have  felt  a  deep  interest  in  whatever  relates  to  the  cause  of 
free  education  ;  and  as  a  member  of  the  city  government,  I  have  advo- 
cated a  liberal  policy  towards  this  most  important  department  of  the 
municipality."  And  again,  when  at  the  dedication  of  the  Hughes  gram- 
mar school-house,  in  1870,  he  said  :  "  Fellow  citizens,  before  we  unite 
in  singing  the  dedication  hymn,  let  me,  as  your  representative,  speaking 
in  your  behalf,  utter  the  wish  and  the  hope  that  the  day  is  far  distant 
when  a  narrow  and  a  contracted  policy  shall  rule  the  councils  of  this 
city  in  regard  to  common  school  education.  Be  the  day  far  distant 
when,  in  the  e}'es  of  the  city  representatives,  her  highways,  her  lamps, 
her  other  departments,  will  be  of  more  consequence  than  the  education 
of  her  youth.  When  that  da}T  arrives,  darkness  will  have  settled  upon 
this  city." 

From  1800  to  1828,  there  was  but  little  apparent  change  in  methods 
of  instruction.  The  school  routine  was  each  successive  3-ear  essentially 
the  same.  Teaching  was  more  mechanical  than  intellectual.  The  author 
of  the  text-book  had  done  aH  the  necessary  thinking,  and  the  teacher  who 
could  instruct  only  with  book  in  hand,  and  determine  the  correctness  of 
a  pupil's  answer  only  b}T  reference  to  it,  and  who  like  a  sailor  adrift  in 
a  long-boat  without  oars  or  sail,  would  be  helplessly  afloat  without  it, 
was  considered  sufficiently  qualified  for  his  office.  New  and  better  meth- 
ods were  not  thought  of.  Progress  beyond  the  stereotype  lesson  was  not- 
expected  in  the  schools.  Professor  Goddard,  in  one  of  his  admirable 
papers  in  support  of  the  high  school,  printed  in  1839,  says  :  "  I  was  a 
pupil  in  one  of  them  more  than  thirty  years  ago,  and  in  comparing  the 
school  which  I  then  attended  with  the  schools  which  now  exist,  I  am  un- 
able to  note  any  signal  improvement — none,  certainly,  at  all  answerable 
to  the  demands  of  the  present  time,  or  to  the  improvement  which,  in 
parallel  institutions,  has  been  accomplished  elsewhere." 

But  that  period  is  not  to  be  undervalued.  That  day  of  small  things 
is  not  to  be  despised.  The  friends  of  free  school  education  builded  as 
well  as  they  knew.  They  gave  out  all  the  light  thej7  had  received,  and 
their  earnest,  persistent  labors  prepared  the  way  for  better  things  to 
come.  Gradually  advances  were  made.  Under  the  reform  of  1828,  an 
encouraging  change  was  perceived.  In  the  ten  years  following  a  clearer 
insight  into  the  wants  of  the  schools  was  obtained.  In  1847,  the  com- 
mittee could  say  of  the   schools  :     »4  We  believe  that   they  rank  at   the 


Fifth  Epoch.  209 

present  moment,  with  the  very  best  public  schools  in  the  country."  The 
next  year  they  said  :  "  The  great  cause  for  congratulation  in  regard  to 
our  school  system,  in  the  opinion  of  your  committee,  is  that  we  have  be- 
gun well,  and  have  laid  a  good  foundation.  We  shall  never  be  obliged 
to  tear  down,  but  only  to  build  higher.  The  base  is  firm  enough  and 
broad  enough  to  support  the  loftiest  superstructure.  Our  future  progress 
will  not  require  a  change,  but  merel\T  a  development  of  principles." 

From  that  time  forward  the  annual  reports  have  been  records  of  im- 
provement. With  no  blind  devotion  to  the  past,  the  schools,  in  methods 
of  instruction,  have  kept  abreast  with  the  times,  and  whatever  experience 
has  proved  to  be  of  practical  worth  has  been  adopted.  The  written  ex- 
aminations for  1876  show  a  higher  scholarship  for  the  schools  of  Provi- 
dence than  they  have  ever  before  attained.  This  result  was  obtained, 
not  by  any  forcing  process  but  by  the  faithfulness  of  teachers  and  the 
healthful  industiy  of  pupils.  In  the  grammar  schools,  improved  methods 
in  teaching  arithmetic,  geography,  grammar  and  histor}-,  have  enabled 
scholars  to  accomplish  in  a  single  term,  what  formerly  would  have  been 
impossible.  In  the  high  school  the  course  of  study  has  been,  in  succes- 
sive }Tears,  adapted  to  the  practical  needs  of  pupils  intending  to  become 
teachers,  or  designing  to  enter  different  departments  of  business.  The 
advantages  of  this  comprehensive  system  of  education,  are  seen  alike  in 
the  pulpit,  at  the  bar,  in  the  school-room,  in  the  halls  of  science,  in  the 
office  of  the  civil  engineer,  in  the  improved  products  of  the  manufactor}', 
in  the  skilled  labor  and  inventive  genius  of  the  machine  shop,  in  intelli- 
gent horticulture,  and  in  the  successful  enterprise  of  trade  and  commerce. 

That  the  S3'stem  of  public  education  devised  in  the  reconstruction  of 
1839,  and  brought  step  by  step  to  its  present  state  of  perfection,  is  sus- 
ceptible of  further  advancement  is  undoubtedly  true.  In  the  century 
upon  which  the  schools  have  now  entered,  the  true  relations  of  the  home 
to  them  will  come  to  be  better  understood,  and  the  cordial  cooperation 
of  parents  with  teachers  will  become  more  general.  A  stronger  stress 
will  be  laid  upon  primary  instruction,  and  the  wisdom  of  placing  chil- 
dren at  the  most  impressible  age  under  the  molding  hand  and  mind  of 
teachers  of  broad  culture  and  large  experience,  will  be  acknowledged  and 
become  the  rule.  Fewer  pupils  will  be  assigned  to  a  teacher  in  all  the  schools, 
so  that  those  slow  to  apprehend  can  receive  the  personal  attention  that 
class  instruction  forbids.  Smaller  and  more  inexpensive  school-houses 
will  be  built,  as  increased  accommodations  shall  be  required,  avoiding 
thereby  the  evils  which  spring  from  massing  large  numbers  of  children 
under  one  roof.  The  laws  of  health  will  be  more  carefully  studied,  and 
in  the  construction  of  school-houses  rigidly  enforced.  Aptitude  for 
14 


210  Providence. 

teaching  not  less  than  competent  literary  qualifications,  will  more  than 
ever  guide  in  the  selection  of  teachers.  Changes  in  courses  of  study 
and  in  methods  of  instruction,  to  harmonize  with  the  ever-changing  con- 
dition and  new  wants  of  society,  will  be  made.  Plans  tending  to  create 
an  aristocracy  in  education  by  limiting  free  instruction  to  grammar 
school  studies,  will  be  repudiated  as  consistent  only  with  monarchical 
institutions,  and  as  antagonistic  to  die  spirit  of  a  republic.  The  duty 
of  the  appropriate  authorities  to  see  that  every  child  in  the  community 
is  educated,  will  be  made  paramount.  Methods  of  supervising  schools 
adapted  to  the  progress  of  the  age,  will  be  devised,  and  eveiy  influence 
which  a  liberal,  just  and  statesman-like  policy  can  bring  into  activit}', 
will  be  employed  in  carrying  forward  to  the  highest  ideal  of  perfection 
the  free  school  system  of  1876.     Such  is  our  prediction. 

In  closing  this  brief  history  of  the  progress  of  public  free  school 
education  in  Providence,  from  the  crystalization  of  the  thought  in  1767 
to  the  present  time,  words  recentbr  spoken  in  another  connection,  may 
not  be  considered  inappropriate  : 

"  Our  schools  are  among  the  most  attractive  institutions  of  our  cit}r. 
Enterprise,  capital  and  a  better  population  are  drawn  to  it  by  the 
superior  advantages  they  afford  for  the  education  of  the  young,  and  b}T 
the  reputation  which  intelligence  and  culture  always  give  to  a  community. 
The  enlightened  spirit  in  which  the}'  have  been  conducted,  and  the 
liberal  support  they  have  ever  received,  has  enabled  them  not  only  to 
give  tone  to  the  educational  sentiment  of  the  State,  but  to  maintain  a 
front  rank  with  other  States  in  educational  progress.  No  city  in  the 
country  has  stronger  reasons  for  so  fostering  public  schools  as  that  their 
influence  shall  be  perceptible  among  every  class  of  the  population,  than 
our  own.  Her  varied  industries  demand  intelligent  labor  such  as  the 
schools  only  can  provide.  Her  influence  in  State  and  Nation  is  to  be 
perpetuated  by  the  potency  of  mind  which  has  received  its  development 
and  culture  in  her  educational  institutions.  Let  it  be  the  wisdom  of  the 
future  as  it  has  been  of  the  past,  to  render  them  all  the  support  that  the 
broadest  views  of  public  free  education  shall  require,  or  that  can  honor 
the  Rhode  Island  name." 


Errata.— Page  137.   For  Captain  John  Whipple  read  Captain  Joseph  Whipple. 


UNIVERSITY    GRAMMAR    SCHOOL. 


Tins  is  undoubtedly  the  oldest  institution  of  learning  in  the  State,  not 
excepting  even  the  University,  of  which  it  was  the  germ  and  origin. 
In  the  month  of  April,  17G4,  the  Rev.  James  Manning,  afterwards  the 
distinguished  president  of  Rhode  Island  College,  removed  with  his 
family  to  the  town  of  Warren,  and  at  once  opened  a  Latin  School,  with 
a  view  to  the  beginning  of  college  instruction.  During  the  latter  part  of 
the  year  he  was  chosen  pastor  of  a  church,  which  had  been  organized 
mainly  through  his  instrumentality.  The  following  year,  17G5,  he  was 
formally  chosen  president  of  the  infant  college.  He  thus  sustained  the 
threefold  relation  of  president,  pastor  and  principal.  The  first  com- 
mencement of  the  college,  now  Brown  University,  was  held  in  Warren 
in  17G9,  at  which  seven  young  men  were  graduated,  most  of  whom  had 
been  trained  by  Manning  in  the  Latin  School.  In  the  contest  that  after- 
wards ensued  for  the  final  location  of  the  College,  Providence  was 
successful,  and  the  foundations  for  the  College  Building,  now  called 
"  University  Hall,"  were  accordingly  laid  on  College  Hill,  Providence, 
in  May,  1770.  Meanwhile  instruction  was  given  in  the  upper  part  of 
the  u  Brick  School-house,"  so  called,  on  Meeting  street,  the  College 
occupying  one  chamber,  and  the  Latin  School  the  other.  This  school- 
house,  as  appears  from  Staples'  Annals  of  Providence,  was  built  during 
the  year  1768,  partly  by  the  town  and  partl}T  by  subscription.  By  this 
compound  arrangement  the  town  owned  the  lower  story,  while  the  upper 
story  was  owned  by  the  subscribers,  among  whom  the  friends  and 
guardians  of  the  College  and  the  Latin  School  were  largely  represented. 
This  was  in  the  days  of  beginnings,  or  small  things. 

The  first  allusion  that  we  find  concerning  the  Latin  or  Grammar 
School,  after  its  removal  from  Warren,  appears  in  the  Gazette  in  con- 


212  Providence. 

nection  with  an  account  of  the  college  commencement  for  1770,  this 
being  the  first  commencement  held  in  Providence.  "  The  business  of 
the  day  being  concluded,  and  before  the  assembby  broke  up,  a  piece  from 
Homer  was  pronounced  by  Master  Bill}'  Edwards,  one  of  the  Grammar 
School  bo}'s,  not  nine  years  old."  This  Edwards  was  a  son  of  the  Rev. 
Morgan  Edwards,  one  of  the  principal  founders  of  the  college.  He 
was  graduated  in  1776,  at  the  early  age,  it  appears,  of  fourteen.  In 
1772  the  School  was  removed  to  a  room  on  the  lower  floor  of  the  new 
college  edifice,  the  president,  as  appear  s  from  the  following  advertise- 
ment in  the  Gazette,  still  retaining  charge  of  the  same,  in  connection 
with  his  other  duties  : — 

"Whereas  several  gentlemen  have  requested  me  to  take  and  educate  their 
sons,  this  may  inform  them,  and  others  disposed  to  put  their  children  under  my 
care,  that  the  Latin  School  is  now  removed,  and  set  up  in  the  College  edifice; 
where  proper  attention  shall  be  given,  by  a  master  duly  qualified,  and  those 
found  to  be  the  most  effectual  methods  to  obtain  a  competent  knowledge  of 
Grammar,  steadily  pursued.  At  the  same  time,  Spelling,  Reading,  and  speaking 
English  with  propriety,  will  be  particularly  attended  to.  Any  who  choose  their 
sons  should  board  in  commons,  may  be  accommodated  at  the  same  rate  with  the 
students,  six  shillings  per  week  being  the  price.  And  I  flatter  myself  that  such 
attention  will  be  paid  to  their  learning  and  morals,  as  will  entirely  satisfy  all 
who  may  send  their  children.  All  books  for  the  school,  as  well  as  the  classical 
authors  read  in  College,  may  be  had,  at  the  lowest  rate,  of  the  subscriber. 

James  Manning. 

Providence,  July  10,  1772." 

In  the  following  year,  Maj'  20,  1773,  President  Manning  thus  writes 
to  his  friend  and  correspondent,  Rev.  John  Ryland,  of  Northampton, 
England  :  "  I  have  a  Latin  School  under  m}T  care,  taught  by  one  of 
our  graduates,  of  about  twenty  boys."  This  graduate  was  the  Rev. 
Ebenezer  David,  of  the  class  of  1772.  a  most  accurate  and  excellent 
teacher,  whom  the  Hon.  Judge  Howell,  who  for  many  years  was 
associated  with  President  Manning  as  Assistant  Tutor  and  Professor, 
always  claimed  the  honor  of  having  instructed.  How  long  he  continued 
in  charge  of  the  school  we  are  not  informed.  Probably  until  the  break- 
ing out  of  the  Revolutionary  War.  In  Judge  Pitman's  address  before 
the  Alumni  Association  of  Brown  University,  we  find  the  following 
paragraph: — "  In  1774,  fifteen  entered  the  Freshman  Class;  eight  of 
them  were  from  the  Latin  School  in  Providence,  under  the  tuition  of  the 
Rev.  Ebenezer  David,  of  the  class  of  1772,  one  of  the  best  instructors," 
says  Mr.  William  Wilkinson,  who  was  one  of  the  eight,  '-that  I  have 
ever  known."  The  next  mention  of  the  school  appears  in  the  Gazette 
for  1776,  as  follows  :— 


University  Grammar  School.  213 

"  A  Grammar  School  was  opened  in  the  school-room  within  the  College  edifice 
on  Monday  the  11th  instant,  in  which  the  same  mode  of  teaching  the  Learned 
Languages  is  pursued,  which  has  given  such  great  satisfaction  to  the  inhabi- 
tants of  this  town.  The  scholars  are  also  instructed  in  Spelling,  Reading  and 
Speaking  the  English  language  with  propriety,  as  well  as  in  Writing  and  Arith- 
metic, such  part  of  their  time  as  their  parents  or  guardians  direct. 

"  College  Library,  March  22,  1776." 

Under  date  of  November  8,  1773,  President  Manning,  in  renewing 
his  correspondence  with  Rev.  Dr.  Stennett,  of  London,  which  had  been 
interrupted  during  the  war  of  the  revolution,  thus  writes  :  "  I  have  the 
assistance  of  a  Tutor,  and  a  Grammar  Master  keeps  school  in  the 
College  edifice."  This  was  the  late  William  Wilkinson,  of  Providence, 
who  had  just  graduated  at  the  commencement  in  September.  In  another 
letter  Manning  adds  : — "  He  is  a  good  Master.  The  School  is  nearl}r  up 
to  twenty."  Mr.  Wilkinson  retained  his  position  as  principal  of  the 
school  eleven  }*ears,  during  which  time  he  prepared  many  young  men 
for  a  collegiate  course,  and  trained  them  for  the  responsible  and  active 
duties  of  life.  Among  his  pupils  may  be  mentioned  the  names  of  Hon. 
Samuel  Eddy,  LL.  D.,  Secretary  of  State  and  Judge  of  the  Supreme 
Court  of  Rhode  Island,  Hon.  James  Burrill,  LL.  D.,  United  States 
Senator,  Hon.  James  Fenner,  LL.  D.,  United  States  Senator  and  also 
Governor  of  the  State,  aud  His  Honor  Samuel  W.  Bridgham,  first  Mayor 
of  Providence.  In  connection  with  his  duties  as  principal  he  was  also 
librarian  of  the  college,  residing  with  his  family  in  rooms  in  the  college 
building.  He  died  in  May,  1852,  at  the  advanced  age  of  ninet3*-two. 
For  mamT  years  he  presided  over  the  Masonic  Institution  in  Rhode 
Island,  as  Grand  Master  of  the  Grand  Lodge,  Grand  High  Priest  of  the 
Grand  Chapter,  and  Grand  Commander  of  the  Grand  Commandery  of 
Massachusetts  and  Rhode  Island.  A  fine  portrait  of  him  has  recently 
been  placed  in  Masons  Hall,  b}'  his  surviving  daughter,  Mrs.  Tibbits. 

In  1786,  the  School  was  removed  from  the  College  edifice,  back  to 
the  Brick  School  House  on  Meeting  Street,  as  appears  from  the  follow- 
ing advertisement,  published  in  the  Gazette: — 

"  William  Wilkinson  informs  the  public,  that  by  the  advice  of  the  School 
Committee,  he  proposes  removing  his  School  from  the  College  edifice,  on  Mon- 
day next,  to  the  Brick  School  House;  and  sensible  of  the  many  advantages 
resulting  from  a  proper  method  of  instruction  in  the  English  language,  he  has, 
by  the  Committee's  approbation,  associated  with  him  Mr.  Asa  Learned,  as  an 
English  instructor.  Those  gentlemen  and  ladies  who  may  wish  to  employ  them 
in  the  several  branches  of  Greek,  Latin  and  English  languages  taught  gramma- 


214  .  Providence. 

tically,  Arithmetic  and  Writing,  may  depend  on  the  utmost  attention  being 
paid  to  their  children.  Greek  and  Latin  at  twenty-four  shillings  per  quarter ; 
English  at  sixteen  shillings. 

Wilkinson  and  Learned. 
Providence,  October  20,  1786." 

The  first  mention  of  the  school  in  the  records  of  the  corporation  of  the 
University,  appears  under  date  of  September  4,  1794,  as  follows  : — 

"Voted.  That  the  President  use  his  influence  to  establish  a  grammar  school 
in  this  town,  as  an  appendage  to  the  college,  to  be  under  the  immediate  visitation 
of  the  President  and  the  general  inspection  of  the  town's  school  committee,  and 
that  the  President  also  procure  a  suitable  master  for  such  school." 

In  accordance  with  the  foregoing  vote  the  school  was  again  established 
in  the  college.  In  a  recent  notice  of  the  late  Hon.  Philip  Allen,  a  grad- 
uate in  the  class  of  1803,  it  is  stated  that  he  was  'k  prepared  for  college 
in  the  Latin  School,  then  kept  in  the  northwest  corner  room  of  the  lower 
story  of  the  old  college  building,  by  Jeremiah  Chaplin,  afterwards  Pres- 
ident of  Waterville  College."  Under  date  of  September  7,  1809,  we  find 
upon  the  records  of  the  Corporation  the  following  : — 

"Voted.  That  a  suitable  building  in  which  to  keep  a  Grammar  School,  be 
erected  on  the  college  lands,  provided  a  sum  sufficient  to  defray  the  expense  of 
erecting  said  building  can  be  raised  by  subscription  ;  that  said  school  be  under 
the  management  and  control  of  the  President  of  the  College;  and  that  Thomas 
P.  Ives,  Moses  Lippitt,  and  Thomas  Lloyd  Halsey,  Esqrs. ,  be  a  committee  to 
raise  said  sum  and  cause  said  building  to  be  erected ;  and  that  they  erect  the 
same  on  the  west  line  of  the  Steward's  garden." 

"Voted.  That  the  President  be  authorized  to  procure  a  Master  to  teach  the 
Grammar  School  ordered  at  this  meeting,  and  that  if  a  sufficient  sum  be  not 
raised  from  the  scholars  to  pay  the  salary  of  the  Master,  the  deficiency  be  paid 
out  of  the  funds  ol  the  University." 

In  accordance  with  the  foregoing:  instructions  the  committee,  consist- 
ing  of  Messrs.  Ives,  Lippitt  and  Halse}-,  proceeded  at  once  to  procure 
subscriptions,  and  to  erect  a  house  suitable  for  the  purpose  in  view,  di- 
rectly opposite  the  present  Mansion  House  on  College  street.  It  was 
built  of  brick,  twenty-four  by  thirty-three  feet,  and  two  stories  in  height. 
The  whole  expense  was  fifteen  hundred  dollars,  which  amount  was  ob- 
tained from  one  hundred  and  eighteen  persons,  mostly  citizens  of  the 
town,  in  sums  ranging  from  one  hundred  dollars  down  to  five,  three  and 
two  dollars.  The  names  of  the  subscribers  are  given  in  Guild's  Docu- 
mentary History  of  Brown  University,  a  quarto  volume  published  by 
subscription,  in  1867. 


University  Grammar  School.  215 

We  should  be  glad  in  this  connection  to  present  a  list  of  all  the  mas- 
ters, preceptors,  or  principals  of  the  Latin  or  grammar  school  from  the 
beginning ;  the  means  for  this,  however,  are  not  at  hand,  no  records  or 
files  of  the  school,  until  a  comparatively  recent  period,  having  been  kept. 
In  the  catalogues  of  the  university  from  1808  to  1824,  the  names  of  the 
*'  Preceptors  "  are  appended  to  the  names  of  the  president  and  faculty. 
Whether  the  school  was  continued  with  regularity  from  this  date  is  un- 
certain. Very  likely  there  were  interruptions.  For  many  years  after 
the  completion  of  the  building,  in  1810,  the  upper  story  was  used  for  the 
medical  lectures,  that  were  formerh'  given  in  connection  with  the  uni- 
versity. In  1837,  Mr.  Benjamin  II.  Rhodes,  the  present  popular  and 
efficient  librarian  of  the  Redwood  Library,  at  Newport,  took  charge  of 
the  school,  and  continued  it  two  3-ears.  He  was  succeeded  by  Gen. 
Joseph  S.  Pitman,  a  son  of  the  late  Judge  Pitman,  who  taught  it,  how- 
ever, but  a  short  time.  In  1843,  Mr.  Elbridge  Smith,  who  had  been  a 
tutor  in  college  during  the  two  precediug  years,  assumed  the  charge, 
and  the  following  year  Mr.  Henry  S.  Frieze,  a  graduate  in  the  class  of 
1841,  was  associated  with  him.  In  1845,  Mr.  Smith  left  the  School,  and 
his  place  was  supplied  by  Merrick  Lyon,  LL.  D.,  also  a  graduate  in  the 
class  of  1841.  Under  their  joint  management  the  University  Grammar 
School  had  a  brilliant  and  successful  career.  The  number  of  scholars 
was  greatly  increased,  so  that  in  the  year  1852,  Messrs.  L3-011  and  Frieze 
were  encouraged  to  make,  at  their  own  expense,  an  addition  to  the  build- 
ing of  thirty-five  feet,  and  to  supply  the  commodious  halls  and  rooms 
thus  obtained,  with  all  the  conveniences  and  appointments  of  a  lirst-class 
school. 

In  1854,  Mr.  Frieze  accepted  a  Latin  Professorship  in  the  University 
of  Michigan,  at  Ann  Arbor,  and  his  place  was  supplied  b}'  Emory  Lyon, 
M.  D.,  a  successful  principal  of  an  academy  in  an  adjoining  State. 
Under  their  skillful  and  efficient  management  the  school  has  increased 
in  usefulness  and  reputation.  Dr.  Emory  Lyon  has  had  charge  of  the 
English  and  Mathematical  Departments,  while  his  brother,  Dr.  Merrick 
Lyon,  has  had  charge  of  the  Classical  Department,  teaching  Greek  and 
Latin  exclusively.  As  it  was  in  the  beginning,  so  is  it  now,  a  most  im- 
portant preparatoiy  school  for  the  college,  training  for  entrance  thereto 
large  numbers  of  youth  who  take  high  rank  in  their  respective  classes, 
and  thus  do  honor  to  their  earl}*  instructors.  As  an  illustration  it  may 
be  stated,  that  during  the  past  quarter  of  a  century,  between  two  and 
three  hundred  3'oung  men  have  been  admitted  to  the  University,  who 
were  prepared  for  College  at  the  University  Grammar  School. 

We  close  this  imperfect  sketch  with  the  following  list  of  all  the  instruc- 


216  Providence. 

tors  of  the  School,  as  nearly  as   can  be  ascertained,  from  the  beginning 
down  to  the  present  time  : — 

Instructors.— 17G4  -  187G. 

Rev.  James  Maiming,  D.  D.,  Hon.  David  Howell,  LL.  D.,  Rev.  Ebenezer  Da- 
vid. A.  M.,  William  Wilkinson,  A.  M.,  Mr.  Asa  Learned,  Rev.  Jeremiah  Chaplin, 
D.  D.,  Hon.  Tristam  Burges,  LL.  D.,  Wood  Furman,  A.  M.,  Rev.  Ebenezer  Bur- 
gess, D.  D.,  Rev.  Hervey  Jenks,  A.  M.,  David  Avery,  A.  M.,  George  Fisher,  A. 
M.,  Rev.  Solomon  Peck,  D.  D.,  Isaac  Kimball,  A.  M.,  Rev.  Willard Pierce,  A.  M., 
Rev.  Jesse  Hartwell,  D.  D.,  Rev.  Rufus  Babcock,  D.  D.,  Hon.  Isaac  Davis,  LL. 
D.,  Rev.  Silas  A.  Crane,  D.  D.,  Prof.  George  W.  Keely,  D.  D.,  Benjamin  II. 
Rhodes,  A.  M.,  Rev.  George  Ware  Briggs,  D.  D.,  Prof.  George  W.  Greene,  A. 
M.,  Hon.  Samuel  Curry,  A.  M.,  Asa  Drury,  Rhodes  B.  Chapman,  Hon.  Thomas 
A.  Jencks,  LL.  D.,  Gen.  Joseph  S.  Pitman,  A.  B.,  Christopher  Greene,  Prof. 
Henry  Day,  1).  1).,  Prof.  Henry  Warren  Torrey,  A.  M.,  Elbriclge  Smith,  A.  M. 
Prof.  Henry  S.  Frieze,  LL.  D.,  Merrick  Lyon,  LL.  D.,  Emory  Lyon,  A.  M.,  M. 
1).,  Alfred  Lawton,  A.  B.,  Benjamin  Braman,  A.  M.,  Howard  M.  Rice,  A.  M., 
Rev.  Elisha  B.  Andrews,  A.  M.,  James  R.  Corthell,  Frederick  B.  Byram,  A.  M., 
William  V.  Kellen,  A.  B. ,  Harmon  S.  Babcock,  A.  B. 

Instructors  In  Special  Studies. 

Felix  Aucaine,  Alfred  Gaudelet,  Charles  II.  Gates,  A.  B.,  Rev.  George  E.  Horr, 
William  F.  Hammond,  Stephen  A.  Potter,  George  II.  Rogers,  Ellery  C.  Davis, 
Miss  Mary  A.  Potter. 

R.  A.  G. 


BROWN    UNIVERSITY. 


Tins  venerable  seat  of  learning,  the  oldest  of  all  the  colleges  under  the 
control  of  the  Baptist  denomination,  was  formall}-  incorporated  in  Feb- 
ruary, 1764.  The  plan  of  the  institution  originated  with  the  Philadel- 
phia Association,  which,  at  its  meeting  in  October,  1762,  "obtained," 
says  the  historian  Backus,  "  such  an  acquaintance  with  the  affairs  of 
Rhode  Island  as  to  bring  themselves  to  an  apprehension  that  it  was 
practicable  and  expedient  to  erect  a  college  in  the  Colon3T  of  Rhode 
Island,  under  the  chief  direction  of  the  Baptists,  in  which  education 
might  be  promoted  and  superior  learning  obtained,  free  from  any  secta- 
rian tests."  In  this  little  colony  Roger  Williams  had  first  recognized  and 
practically  enforced  the  grand  principle  of  "soul  liberty,"  or  entire  free- 
dom in  all  religious  concernments.  Here  the  Legislature  was  chiefly  in 
the  hands  of  the  Baptists,  "and  here,  therefore,"  says  Morgan  Edwards, 
"was  the  likeliest  place  to  have  a  Baptist  college  established  by  law." 
The  establishment  of  an  academy  at  Hopewell,  New  Jerse}',  in  1756,  for 
the  literary  and  theological  training  of  young  men  suggested,  doubtless, 
the  idea  of  a  higher  institution  of  learning.  Although  founded  by  the 
Rev.  Isaac  Eaton,  who  for  eleven  years  was  the  honored  and  successful 
principal,  it  was  under  the  supervision  and  control  of  the  Philadelphia 
and  Charleston  Associations,  who  appointed  certain  trustees  to  have  the 
general  oversight  of  its  affairs,  and  to  attend  its  quarterly  and  annual 
examinations. 

In  the  month  of  July,  1763,  the  Rev.  James  Manning,  who  the  year 
previous  had  graduated  with  the  second  honors  of  his  class,  at  the  Col- 
lege of  New  Jersey,  Princeton,  arrived  at  Newport,  Rhode  Island,  on 
the  business  of  the  great  educational  work,  with  which  he  had  been 
especially  entrusted  b}r  a  committee  of  the  association.  The  details  of 
his  mission  have  been  related  in  full  by  his  biographers.  Through  his 
personal  influence,  and  that  of  the  Rev.  Morgan  Edwards,  a  charter 


218  Providence. 

reflecting  the  liberal  sentiments  of  the  colony  and  of  the  denomination 
was  obtained  from  the  General  Assembly,  not,  however,  without  a  severe 
and  protracted  struggle  on  the  part  of  those  who  opposed  the  enterprise. 
In  the  spring  of  1764,  a  preparatory  or  latin  school  was  opened  in  the 
town  of  Warren,  and  the  year  following,  Manning  was  formall}-  ap- 
pointed "  President  of  the  College,  Professor  of  Languages  and  other 
branches  of  learning,  with  full  power  to  act  in  these  capacities  at  Warren 
or  elsewhere."  He  was,  therefore,  principal  of  the  latin  school,  presi- 
dent of  the  infant  college,  and  pastor  of  a  large  and  flourishing  church, 
which  had  been  gathered  and  organized  mainly  through  his  eloquence 
and  faithfulness.  Thus  the  interests  of  learning  and  religion,  in  the 
days  of  the  fathers,  were  most  intimate  and  friendly.  Far  distant  be 
the  da}T  when  "  what  hath  been  joined  together"  evidently  by  the  Divine 
favor,  shall  be  ruthlessly  "  put  asunder." 

Tn  1766,  Mr.  Edwards  was  appointed  an  agent  to  solicit  funds  for  the 
college  in  England  and  Ireland.  He  was  quite  successful,  considering 
how  "  angry  the  mother  country  was  with  her  dependent  colonies,'' 
obtaining  eight  hundred  and  eighty-eight  pounds  sterling,  or  about  four 
thousand  five  hundred  dollars.  The  original  document,  containing  the 
names  of  the  subscribers  in  their  own  handwriting,  has  been  placed 
among  the  archives  of  the  college  libraiy.  About  the  same  time  Rev. 
Hezekiah  Smith,  of  Haverhill,  Massachusetts,  a  classmate  and  intimate 
friend  of  the  president,  obtained  subscriptions  for  the  college  in  South 
Carolina  and  Georgia,  amounting  to  about  twenty-five  hundred  dollars. 
Subscriptions  were  also  taken  up  in  all  the  Baptist  churches,  every 
member,  in  the  language  of  the  records  of  the  various  associations,  being 
recommended  to  pay  six  pence  sterling  annually  to  the  treasurer  of  the 
college.  The  gifts  and  offerings  thus  contributed  were  from  the  "  res 
angusta  domi"  from  "pious  enlightened  penury,"  to  the  noblest  of  all 
causes,  the  advancement  of  "  religion  and  sound  learning." 

The  first  commencement  of  the  college  was  held  in  the  meeting-house 
at  Warren,  on  the  7th  of  September,  1761).  Four  years  had  elapsed 
since  the  President  with  a  solitary  pupil  commenced  his  collegiate  duties 
as  an  instructor.  Through,  toils  and  difficulties  and  opposition  even,  he 
had  quietly  persevered  in  his  work  until  "  Rhode  Island  College  "  had 
won  its  way  to  public  favor.  And  now  his  first  pupils,  seven  in  num- 
ber, were  about  to  take  their  diplomas  and  go  forth  to  the  duties  of  life. 
They  were  young  men  of  promise.  Some  of  them  were  destined  to  fill 
conspicuous  places  in  the  approaching  struggle  for  independence  ;  others 
were  to  be  leaders  in  the  church  and  distinguished  educators  of  youth. 
One,  Charles  Thompson,  who  delivered   the   valedictory   address,  after- 


Brown  University.  219 

wards  succeeded  President  Manning  in  the  pastorate  of  the  Warren 
church.  Anpther,  William  Rogers,  attained  to  eminence  as  a  divine,  and 
was  the  successor  of  Morgan  Edwards  in  the  pastorate  of  the  First 
Baptist  Church  of  Philadelphia.  He  was  also  a  professor  in  the  Univer- 
sity of  Pensylvania,  and  an  intimate  friend  of  Washington.  His  nephew, 
the  late  William  Sanford  Rogers,  has  recently  bequeathed  to  the  Univer- 
sity the  sum  of  fifty  thousand  dollars  to  found  the  "  Newport  Rogers 
Professorship."  Another,  William  Williams,  was  for  many  years  pastor 
of  a  Baptist  church  in  Wientham,  Massachusetts,  and  the  instructor  of 
mnny  young  men  in  theology.  This  was  before  the  founding  of  the 
Theological  Institution  at  Newton.  A  fourth  member  of  the  class  was 
James  Mitchell  Varnum,  afterwards  distinguished  as  a  lawyer  and  a 
judge,  and  who  served  as  a  brigadier  general  in  the  war  of  the  revolu- 
tion. Probably  no  class  that  has  gone  forth  from  the  University,  in 
her  palmiest  days  of  prosperity,  has  exerted  so  widely  extended  and 
beneficial  an  influence,  the  times  and  circumstances  being  taken  into 
consideration,  as  this  first  class  of  17G9.  A  full  and  extremely  interest- 
ing account  of  the  commencement  is  given  in  the  Providence  Gazette,  of 
which  the  following  is  the  closing  part : — 

"The  President  concluded  the  exercises  with  prayer.  The  whole  was 
conducted  with  a  propriety  and  solemnity  suitable  to  the  occasion.  The 
audience  (consisting  of  the  principal  gentlemen  and  ladies  of  this  colony, 
and  man}'  from  the  neighboring  governments,)  though  large  and  crowded, 
behaved  with  the  utmost  decorum.  Not  only  the  candidates,  but  even 
the  President,  were  dressed  in  American  manufactures.  Finally,  be  it 
observed,  that  this  class  are  the  first  sons  of  that  college  which  has  existed 
for  more  than  four  years,  during  all  which  time  it  has  labored  under 
great  disadvantages,  notwithstanding  the  warm  patronage  and  encour- 
agement of  man}'  worthy  men  of  fortune  and  benevolence  ;  and  it  is 
hoped,  from  the  disposition  which  many  discovered  on  that  day,  and 
other  favorable  circumstances,  that  these  disadvantages  will  soon  in 
part  be  happily  removed." 

As  the  place  for  the  permanent  location  of  the  college  was  yet  unde- 
termined, the  four  towns  of  Warren,  Providence,  Newport  and  East 
Greenwich,  in  four  different  counties  of  the  Mate,  all  preferred  their 
claims  as  being,  each  respectively,  the  most  eligible  and  desirable  situa- 
tion. The  consequence  was  that  the  public  mind  was  greatly  agitated 
by  the  contentions  which  grew  out  of  these  conflicting  claims.  Mr. 
Edwards,  in  referring  to  the  subject,  says  :  "  Warren  was  at  first  agreed 
on  as  a  proper  situation,  where  a  small  wiog  was  to  be  erected  in  the 
spring  of  1770,  and  about  eight  bundled  pounds  raised  toward  effecting 


220  Providence  . 

it.  But  soon  afterwards,  some  who  were  unwilling  it  should  be  there, 
and  some  who  were  unwilling  it  should  be  anywhere,  did  so  far  agree  as 
to  la}T  aside  the  said  location  and  propose  that  the  count}'  which  should 
raise  the  most  money  should  have  the  college."  A  full  account  of  this 
remarkable  contest  is  given  in  the  "  Documentary  History  of  Brown 
University."  The  two  ablest  competitors  were  Providence  and  Newport. 
The  latter  town  raised  by  subscription  four  thousand  pounds  lawful 
mone\',  but  Providence,  says  Manning  in  his  correspondence,  raised  four 
thousand  two  hundred  and  eighty  pounds  lawful  mone}*,  and  advantages 
superior  to  Newport  in  other  respects.  After  an  earnest  discussion  on 
the  merits  of  the  conflicting  claims,  the  corporation,  on  the  7th  of  Feb- 
ruary, 1770,  decided  by  a  vote  of  twenty-one  to  fourteen,  "that  the  edi- 
fice be  built  in  the  town  of  Providence,  and  that  there  the  college  be 
continued  forever."  Accordingly,  in  May  following,  the  President  re- 
moved with  his  students  from  Warren,  and  occupied  for  a  time  the  old 
brick  school-house  on  Meeting  street. 

We  have  thus  given  in  brief  the  outlines  of  the  earl}*  history  of  Brown 
Universit}'.  The  details  of  its  progress  and  continued  growth  would 
crowd  the  pages  of  a  volume.  We  can  only  acid  a  few  words  respecting 
its  grounds,  buildings,  resources  and  present  condition.  The  location  is 
admirable,  being  the  summit  of  a  hill,  eas}'  of  ascent,  and  commanding 
a  delightful  view  of  Narragansett  Bay,  studded  with  islands,  and  of  the 
country  around,  variegated  with  hills  and  dales,  woods  and  plains. 
"  Surely,"  says  Edwards,  "  this  spot  was  made  for  the  seat  of  the  muses." 
The  grounds,  comprising  some  fifteen  acres,  are  tastefully  laid  out  and 
shaded  with  magnificent  elms,  some  of  them  having  been  growing  for 
nearly  half  a  century.  The  college  enclosure,  including  the  --  green" 
in  front  and  the  "  campus  "  in  the  rear,  comprises  a  square  area  of  about 
ten  acres,  bounded  by  Waterman  street  on  the  north,  George  street  on 
the  south,  Prospect  street  on  the  west  or  front,  and  Brown  street  in  part 
on  tne  east.  Beyond  this  enclosure  is  the  "  College  Park,"  extending 
east  to  Thayer  street,  and  still  further  on,  extending  to  Hope  street,  is 
a  strip  of  land  comprising  upwards  of  three  acres,  bequeathed  to  the 
University  in  1841  by  the  Hon.  Nicholas  Brown,  from  whom  the  institu- 
tion derives  its  name.  The  total  valuation  of  its  lands,  situated  as  they 
are  in  the  most  delightful  part  of  a  wealthy  and  growing  city,  can  not 
be  far  from  a  million  of  dollars.  Of  course  they  are  unproductive,  with 
the  exception  of  the  strip  referred  to,  which  may  perhaps  eventually  be 
sold  and  the  proceeds  applied  to  the  erection  of  a  new  dormitory,  of 
which  the  college  stands  greatly  in  need. 

Of  its  six  buildings  the  oldest  is  "  University  Hall,"  the  corner  stone 


Brown  University.  221 

of  which  was  laid  by  the  celebrated  John  Brown  of  "  Gaspee  "  fame,  on 
the  27th  of  March,   1770.     The  plan  of  this  venerated  pile  was  that  of 
"  Nassau  Hall,"  Princeton,   which   was  regarded    at   the  time  as  one  of 
the  finest  structures   in  the  country.     It  is  of  brick,  four  stories  high, 
one  hundred  and  fifty  feet  long  and  forty-six  feet  wide,  with  a  projection 
in  the  centre  on  the  east  and  west   sides  of  ten  b}'  thirty-three  feet,  and 
an  entry  of  twelve  feet  extending  through  the  centre  of  each  story.     It 
has  fifty-six  rooms  for  officers  and  students,  including  various  recitation 
rooms.     The    "  Grammar    School   Building,"    erected  in   1810  for   the 
accommodation    of  the    preparatory  or  Latin   School,  was  originally  a 
small  brick  structure,  twent3*-four  lry  thirty-three   feet,  and  two  stories 
in  height.     "Hope    College,"  erected    in    1822,    was  presented   to   the 
Corporation  Ivy  the  Hon.  Nicholas  Brown,  and  named  b}'  him  in  honor  of 
his  only  surviving  sister,  Mrs.    Hope   Ives.     It   is  of  brick,  four  stories 
high,  one  hundred  and  twenty  feet  long  b}T  fort}'  feet  wide,  and  contains 
fifty  rooms  for  officers  and  students.     This   building  is  sadly  in  want  of 
repairs.     "Maiming  Hall"   was   erected  in  1834,  at  the  expense  also  of 
Mr.  Brown,  and  lry  him  presented  to  the  Corporation  with  a  request  that 
it  might  be  named  "  in  honor  of  his  distinguished  instructor  and  revered 
friend,  President  Manning."     This  beautiful   building  is  an  exact  model 
of  the  temple  of  Diana  Propylea,  in  Elusis,  being  just  twice  the  size  of 
the  original.     It  is  of  stone,  covered  with  cement,  and  of  the  pure  Doric 
order.     Including  the  portico   it  is  ninety  feet  in  length  by  foity-two 
feet  in  width,  and  of  two  stories.     The  height  from  the  top  of  the  base- 
ment is  fort}-  feet.     The  libraiy  occupies   the  lower  hall,  which  is  sixt}T- 
four  by  thirty-eight  feet,  with  a  height  of  thirteen  feet.     The  upper  hall 
is  used  for  the  chapel.     The  front  of  the  edifice  is  ornamented  with  four 
immense  fluted  columns,   resting  on  a  platform   projecting  thirteen  feet 
from  the  walls.     "  Rhode  Island  Hall,"  erecied  by  subscription  in  1840, 
is  of  stone,  covered  with  cement,  seventy  feet  long  by  fortj'-two  feet  wide, 
with   a    projection  in   front  of  twelve   by  twenty-six.     The  first  floor  is 
divided  into  two  lecture  rooms,  one  for  the   Professor  of  Chemistry  and 
the  other  for  the  Professor  of  Natural  Philosoplry.     The  second  story  is 
thrown  into  a  beautiful  hall  for  the  Cabinet  of  Mineralogy,  Geologj-  and 
Natural  History.     During  the  past  year  a  wing  has  been  built  on  the  east 
side,  giving  additional  accommodations  for  the  professors  on  the  first  floor, 
while  the  second  floor  is  occupied  as  a  "  portrait  galleiy."     The  "  Man- 
sion House,"  built  in  1840  for  the  use  of  the  president,  is  a  commodious 
dwelling  of  wood,  fort}*-six  by  thirty-seven  feet,  with  an   octagonal  pro- 
jection in  front,  forming  a  vestibule.     Over  the  front   door  is  an  Ionic 
portico,  eight   by  seven  feet.     The   addition   is  twenty  one  by  eighteen 


222  Providence. 

feet.  The  "Chemical  Laboratory,"  erected  in  1862,  is  a  neat  and  sub- 
stantial building  of  brick,  two  stories  in  height,  fort}'  by  fifty  feet,  with 
a  projection  on  the  east  side,  thirty-five  03-  fifty-five  feet. 

The  late  Mr.  John  Carter  Brown,  for  many  years  a  member  of  the 
Board  of  Fellows,  and  a  distinguished  benefactor  of  the  library,  gave  to 
the  University,  some  years  since,  the  sum  of  fifteen  thousand  dollars,  to 
be  on  interest,  and  the  accumulated  amount  to  be  eventually  used  in 
the  erection  of  a  fire-proof  library  building.  At  his  death,  in  1874,  he 
bequeathed  the  additional  sum  of  fifty  thousand  dollars,  and  also  a 
valuable  lot  of  land,  for  the  same  purpose.  This  lot,  which  is  one 
hundred  and  twenty  feet  square,  is  on  the  corner  of  Prospect  and  Water- 
man streets,  overlooking  the  lawn  in  front  of  the  college  buildings. 
The  erection  of  the  building  has  already  been  commenced  under  the  di- 
rection of  a  committee  of  the  corporation,  consisting  of  Rowland  Hazard, 
Esq.,  of  the  class  of  1849,  Joseph  C.  Hartshorn,  Esq.,  of  the  class  of 
1841,  and  ex-President  Caswell.  The  foundation  walls  have  been  laid 
and  good  progress  has  been  made  on  the  main  building.  The  building 
is  to  be  two  stories  in  height,  in  addition  to  the  basement,  which  is  high 
and  well  lighted.  The  style  of  architecture  is  the  Italian  Gothic,  the 
plans  adopted  being  those  of  General  William  R.  Walker,  architect. 
The  exterior  walls  are  to  be  of  brick,  with  olive  stone  decorations.  Ac- 
commodations are  to  be  provided  for  one  hundred  and  fifty  thousand 
volumes. 

The  Library  for  the  piesent  is  in  the  lower  part  of  Manning  Hall.  It 
contains  forty-five  thousand  well  bound  and  carefully  selected  volumes. 
In  its  early  history  it  received  additions  from  donations  and  legacies 
made  b}T  friends  of  the  college,  both  in  this  country  and  in  England. 
During  the  presidenc}r  of  Dr.  Wayland  a  permanent  library  fund  of 
twenty-five  thousand  dollars  was  raised  by  subscription.  Since  that 
time  the  income  of  this  fund  has  been  expended,  under  the  direction  of 
a  joint  committee  of  six,  appointed  annually  by  the  corporation  and  the 
faculty  of  the  university.  During  the  years  1844-6,  the  foundations  of 
the  French,  German  and  Italian  departments  of  the  library  were  laid, 
through  the  generosity  of  Mr.  Brown.  At  this  time,  also,  a  special  fund 
of  five  thousand  dollars  was  raised  by  subscription,  and  was  expended 
in  the  purchase  of  English  books.  The  greater  part  of  the  library,  there- 
fore, has  been  procured  within  the  last  thirty  }'ears,  with  special  reference 
to  the  wants  of  professors  and  students  and  of  other  persons  engaged  in 
literary  and  scientific  research.  Besides  being  well  supplied  with  works 
illustrating  the  various  courses  of  college  study,  it  has  a  large  number 
of  the  collections  pertaining  to  civil  and  ecclesiastical  history,  antiquity, 


Brown    University.  223 

literature,  and  the  Greek  and  Latin  classics.  The  library  is  especially 
rich  in  bibliography  and  and  patristics,  and  in  the  pamphlet  literature  of 
New  England.  It  has  also  a  large  number  of  works  on  architecture. 
Upon  the  library  table  may  be  found  the  most  important  American  and 
English  periodicals,  and  also  periodicals  in  the  German  and  French  lan- 
guages pertaining  to  science,  history,  literature,  bibliography,  philology 
and  the  classics. 

The  invested  funds  of  the  institution,  according  to  the  last  annual  re- 
port of  the  treasurer,  amount  to  $640,834.  These  funds  are  thus  clas- 
sified : — "Common  Fund,"  $365,215;  "  Scholarship  Fund,"  $57,725; 
"  Aid  Fund,"  $8,428  ;  "  Library  Fund,"  $27,000  ;  "  Agricultural  Fund," 
$50,000;  "Premium  and  Prize  Funds,"  $21,012;  "  Hazard  Professor- 
ship," $40,931;  "Romeo  Elton  Professorship,"  $1G,G74;  "Newport- 
Rogers  Professorship,"  $50,000  ;  "  Marshall  Woods  Lectureship,"  $3,849. 
In  addition  to  this  is  the  sum  subscribed  by  Mr.  Brown  for  the  erection 
of  a  library  building,  amounting  with  interest  to  $21,708,  and  the  $50,000 
bequeathed  b}-  him  for  this  purpose. 

The  faculty  of  Brown  Universit}T  consists  of  a  president,  ten  profes- 
sors, three  instructors,  one  assistant  instructor,  a  librarian  and  a  reg- 
istrar. The  following  are  their  names  and  titles  as  given  in  the  latest 
annual  catalogue  :  Rev.  Ezekiel  G.  Robinson,  D.  D.,  LL  D.,  President, 
Professor  of  Moral  and  Intellectual  Philosophy  ;  John  L.  Lincoln,  LL. 
D.,  Professor  of  the  Latin  Language  and  Literature  and  Instructor  in 
German  ;  Samuel  S.  Greene,  LL.  D.,  Professor  of  Mathematics  and 
Astronomy;  Albert  Harkness,  Ph.D.,  LL.  D.,  Professor  of  the  Greek 
Language  and  Literature  ;  Rev.  J.  Lewis  Diman,  D.  D.,  Professor  of 
History  and  Political  Econom}- ;  Benjamin  F.  Clarke,  A.  M..  Professor 
of  Mathematics  and  Civil  Engineering  ;  John  H.  Appleton,  A.  M.,  New- 
port-Rogers Professor  ot  Chemistry  ;  T.  Whiting  Bancroft,  A.  M.,  Pro- 
fessor of  Rhetoric  and  English  Literature  and  Instructor  in  Elocution  ; 

Eli  W.  Blake,  A.  M.,    Hazard    Professor  of  Physics  ; ,  Elton 

Professor  of  Natural  Theology  (at  present  instruction  in  Natural  Theol- 
ogy is  given  by  the  President  of  the  University)  ;  John  W.  P.  Jenks,  A. 
M.,  Professor  of  Agricultural  Zoology  and  Curator  of  the  Museum  of 
Natural  History  ;  Charles  W.  Parsons,  M.  D.,  Professor  of  Physiolog}- ; 
Nathaniel  F.  Davis,  A.  M.,  Instructor  in  Mathematics  ;  William  Ashmore, 
Jr.,  A.  M.,  Instructor  in  Latin  and  Greek;  Charles  II.  Gates,  A.  B., 
Instructor  in  French  ;  Edwin  E.  Calder,  assistant  Instructor  in  Analyti- 
cal Chemistry  ;  Reuben  A.  Guild,  LL.  D.,  Librarian  ;  Rev.  William 
Douglas,  A.  M.,  Registrar. 


224  Providence. 

The  number  of  students  connected  with  the  Universit}T  is  at  present, 
255.  The  triennial  catalogue,  published  in  1873,  gives  the  names  of 
2,540  graduates,  more  than  one-fourth  of  whom  have  been  ordained  and 
set  apart  for  the  work  of  the  Christian  ministry.  This  enumeration  does 
not  include  the  three  classes  which  have  graduated  since  the  Spring  of 
1875.  Of  the  graduates  from  the  beginning,  upwards  of  one  hundred 
have  been  honored  with  the  degree  of  Doctor  in  Divinity,  including 
bishops  eminent  for  their  piet}T  and  learning,  missionaries  at  home  and 
abroad,  presidents  of  colleges  and  theological  schools,  and  religious 
teachers  whose  names  are  conspicuous  in  the  republic  of  letters,  and 
whose  virtues  and  deeds  will  be  held  in  grateful  remembrance  by  the 
manifold  churches  of  our  common  Lord. 

R.  A.  G. 


DK.    STOCKBRIDGE'S    SCHOOL    FOR    YOUNG 

LADIES. 


The  founder  of  this  school  was  the  late  Hon.  John  Kingsbury,  LL.  D, 
In  age,  it  takes  precedence  of  all  the  private  female  schools  of  the  city, 
having  been  established  in  1828.  Mr.  Kingsbury  was  born  at  South 
Coventiw,  Ct.,  May  26th,  1801.  He  graduated  from  Brown  University*, 
in  182G,  with  the  second  honors,  in  a  class  of  which  the  late  Bishop 
Burgess,  of  Maine,  and  Professor  Edwards  A.  Park,  of  Andover,  were 
members.  Mr  Kingsbury  commenced  his  undertaking  with  the  earnest- 
ness and  zeal  which  were  such  marked  features  in  his  character,  and 
soon  had  the  satisfaction  of  seeing  his  experiment  a  complete  success. 
The  time  and  the  place  were  both  favorable  for  embarking  in  such  an 
enterprise.  The  public  school  system,  which  now  furnishes  such  facili- 
ties for  higher  education,  was  then  in  its  infancj*,  and  citizens  of  wealth 
and  refinement  were  prepared  to  encourage  an  undertaking  which 
promised  to  afford  a  better  intellectual  training  for  their  daughters. 
Moreover  the  influence  of  Brown  University  in  raising  the  tone  of  the 
community,  had  long  been  acknowledged,  and  parents  felt  that  their 
daughters  ought  to  be  put  on  a  footing  with  their  sons,  in  the  matter  of 
their  mental  culture.  The  number  of  pupils  was  at  first  limited  to 
thirty-six,  which  was  soon  extended  to  forty.  The  school  was  under  the 
charge  of  Mr.  Kingsbury  for  thirty-  3-ears,  the  admissions  during  this 
period  being  five  hundred  and  fifty-seven. 

At  the  close  of  his  long  term  of  service  Mr.  Kingsbury  had  are-union 
of  his  pupils,  in  the  chapel  of  Brown  University.  The  occasion  w*as 
one  of  great  interest  and  proved  how  warm  a  place  the  retiring  princi- 
15 


226  Providexce. 

pal  held  in  the  affections  of  his  pupils,  and  in  the  regards  of  the  com 
munitv.  Dr.  Wayland  presided  on  the  occasion  and  paid  a  warm 
tribute  to  the  successful  instructor  who  had  been  both  guide  and  friend 
of  so  many  of  the  ladies  of  Providence.  Mr.  Kingsbury,  in  his  repl}T, 
gave  a  brief  historical  sketch  of  the  school  which  had  so  long  been 
under  his  care,  and  dwelt  at  some  length  on  the  principles  which  had 
governed  him  in  its  management. 

Mr.  Kingsbur}''s  term  of  service  closed  February  5,  1858,  when  the 
school  passed  into  the  hands  of  Hon.  Amos  Perry,  and  by  him  was 
soon  transferred  to  Professor  J.  L.  Lincoln,  LL.  D.,  who  commenced 
the  school  year  1858-59,  in  the  month  of  September.  For  eight  years, 
Professor  Lincoln  carried  on  the  school,  which,  under  his  administration, 
enjoyed  a  prosperit}'  similar  to  that  which  it  had  had  under  his  prede- 
cessor. The  present  Principal,  Rev.  Dr.  Stockbridge,  took  charge  of  the 
school  in  the  fall  of  1867,  and  has  endeavored  to  keep  up  the  standard 
of  previous  years.  During  the  forty-eight  years  of  its  existence,  not 
far  from  one  thousand  }'oung  ladies  have  received  their  education,  in 
part  or  wholly  in  this  school.  How  great  a  blessing  it  has  been  in 
training  so  many  who  have  filled  important  positions  as  wives,  mothers 
and  teachers  of  the  young,  it  would  not  be  possible  to  estimate. 
Among  the  educational  institutions  of  Providence  it  holds  a  high  rank, 
and  if  encouraged  Iry  the  patronage  of  its  citizens,  will  continue  to  be 
in  the  future,  as  it  has  been  in  the  past,  a  power  for  good  in  the  com- 
munity where  it  has  so  long  had  its  home. 


SCHOLFIELD'S    COMMERCIAL    COLLEGE. 


A  Brief  History  of  its  Rise  and  Progress. 

This  institution  was  founded  by  its  present  proprietor,  Albert  G.  Schol- 
field,  in  June,  1846.  This  was  the  first  commercial  school  established 
in  Rhode  Island,  and  the  patronage  for  its  first  year  was  secured  by 
great  exertions  on  the  part  of  the  principal,  so  skeptical  were  the  citizens 
of  the  State  in  regard  to  the  necessity  for  such  a  school  and  the  advan- 
tages to  accrue  therefrom. 

The  primary  object  of  this  institution  wa?  to  cultivate  a  taste  for  writ- 
ing, and  awaken  a  greater  interest  in  the  science  of  accounts.  Hence 
writing  and  book-keeping  were  the  leading  branches  t; Tight.  For  the 
first  three  years  its  patronage  was  drawn  mainly  from  men  in  actual 
business,  either  as  accountants  or  their  employers.  It  soon  became 
apparent  that  it  were  wise  to  introduce  other  branches,  the  common 
English  department,  and  mechanical  drawing,  which  latter  study  has 
been  almost  exclusively  confined  to  professional  mechanics. 

As  occasion  demanded,  there  have  been  added  to  the  studies  formerly 
pursued,  the  higher  English,  languages,  surveying  and  navigation. 
The  patronage  of  the  school  has  ranged  since  its  establishment,  from 
fifty  to  five  hundred  students  per  annum. 

The  teachers  have  ranged  from  one  to  twelve,  as  occasion  has  de- 
manded. During  the  thirty  years  of  its  existence  it  has  enjoyed  a  pat- 
ronage of  ten  thousand  students,  and  has  graduated  three  thousand  in 
the  business  or  book-keeping  course. 


ENGLISH  AND  CLASSICAL  SCHOOL. 

William  A.  Mowey,  A.  M.,  and  Charles  B.  Goff,  A.  M.,  Principals. 


Name  and  Object. 


This  school  is  called  the  English  and  Classical  School,  for  boys, 
and  is  located  at  No.  49  Snow  street,  Providence.  It  was  first  opened 
February  22,  18G4. 

As  its  name  indicates,  it  is  an  English  and  a  Classical  school.  Its 
English  department  is  designed  to  give  the  most  thorough,  and  practi- 
cal preparation  for  scientific  schools  or  for  business.  Its  classical 
department  aims  to  furnish  the  best  facilities  to  prepare  boys  for  any  of 
our  New  England  colleges. 

Departments. 

The  school  is  divided  into  five  rooms,  which  are  comprised  in  three 
departments. 

1.  The  Preparatory  Department,  which  prepares  the  younger  boys 
for  either  of  the  following  : 

2.  The  English  Department,  which  embraces  two  rooms,  the  Junior 
English  and  the  English  and  Scientific  Room,  and  is  designed  to  give  the 
best  preparation  for  technical  schools  or  for  business  life. 

3.  The  Classical  Department,  which  also  has  two  rooms,  the  Junior 
Classical  and  the  Senior  Classical,  and  designs  to  furnish  the  most 
adequate  and  thorough  preparation  for  any  college. 

Courses  of  Study. 

Its  courses  of  study  begin  with  the  elements  of  reading,  writing, 
spelling,  geography  and  arithmetic,  with  bo}rs  of  about  eight  }Tears 
of  age,  and  after    completing    the    common  English  studies,  pursue  the 


English  and  Classical  School.  229 

higher  mathematics,  natural  sciences,  the  modern  languages,  rhetoric 
and  English  literature  and  authors,  metaphysics,  and  other  practi- 
cal studies.  The  classical  course  of  study  is  full  and  thorough,  and  is 
varied  from  time  to  time,  as  the  requirements  for  admission  to  our 
American  colleges  demand. 

The  entire  course  of  stud}'  extends  through  nine  years.  The  pupils 
pursue  arithmetic  five  years,  algebra  one  year,  geometry  one  3'ear, 
trigonometry  and  surveying  six  months,  geography  four  years,  English 
grammar  three  years,  English  composition  and  rhetoric  two  years, 
English  and  American  literature  one  year,  spelling,  reading  and  elocu- 
tion through  the  course,  writing  seven  years,  drawing  five  years, 
history  two  years,  natural  philosophj*  one  year,  chemistry  and  astronomy 
one  year,  physiology  and  geology  one  year,  book-keeping  six  months, 
political  economy  six  months,  constitution  United  States  six  months, 
intellectual  philosophy  six  months,  German  two  3Tears,  French  three 
years,  Latin  seven  3'ears,  and  Greek  four  years. 

The  Growth  of  the  School. 

The  growth  of  the  school  has  indeed  been  a  marvel  to  its  friends  and 
most  sanguine  supporters.  It  began  with  about  50  pupils  and  two 
teachers,  and  has  steadly  grown  until  it  has  reached  85,  100,  125, 150, 175, 
200,  225,  and  now  numbers  250  pupils.  It  has  from  time  to  time 
improved  its  course  of  study,  and  added  to  it,  as  the  occasion  seemed 
to  require.     It  has,  however,  ever  followed  the  motto  : — 

"  Nulla  Vestigia  Retrorsum." 

In  addition  to  its  regular  corps  of  teachers  it  has  special  instructors 
in  elocution,  penmanship,  vocal  music,  physiology  and  military  drill. 
From  the  very  beginning  it  has  had  regular  and  systematic  exercises 
for  all  the  pupils  in  a  S3"stem  of  light  g3'innastics,  and  for  more  than 
eleven  years  it  has  furnished  also  to  all  regular  militaiw  instruction  and 
drill.  These  exercises  in  gymnastics  and  drill  have  proved  eminently 
successful  and  beneficial.  They  have  always  been  popular  and  pleasing 
as  well  as  healthful  and  otherwise  advantageous  to  the  pupils. 

Its  Numbers  and  Graduates. 

About  1000  pupils  have  been  members  of  the  school,  of  whom  over 
100  have  graduated  and  received  the  school  diploma.  Of  these  about 
75  have  entered  Brown  University,  and  have  taken  one-third  of  all  the 
prizes  offered  for  excellence  in  Latin  and  Greek  on  entering.     Pupils 


230  Providence  . 

have  also  been  sent  to  Yale,  Harvard  and  other  colleges.  Among  the 
graduates  ma}'  be  found  railroad  superintendents,  architects,  engineers, 
merchants,  manufacturers,  accountants,  bankers,  teachers,  lawyers, 
doctors,  and  ministers. 

The  School  Building. 

The  school  commenced  in  a  modest  way,  in  two  leased  rooms,  in  the 
fourth  story  of  the  Lyceum  building,  where  it  remained  one  year.  For 
the  next  five  years  it  was  located  in  the  then  new  Narragansett  block, 
on  Westminster  street.  Having  outgrown  the  capacity  of  the  rooms 
there,  it  removed  to  the  new  and  elegant  Fletcher  building,  where  it 
was  well  accommodated  for  six  years  more.  Finding  its  wants  still  but 
imperfectly  supplied,  and  needing  a  home  of  its  own,  the  proprietors 
have  now  built  a  large  brick  school  building  on  Snow  and  Moulton 
streets,  which  furnishes,  perhaps,  as  man}'  substantial  advantages  as 
are  possessed  by  an}'  school  in  New  England.  In  lighting,  heating 
and  ventilation,  visitors  from  all  parts  of  the  country  have  uniformly 
pronounced  it  superior  to  anything  the}'  have  known.  The  light  is 
over  the  left  shoulder,  and  the  surface  of  the  glass  is  ten  per  cent,  of 
the  surface  of  the  floor.  The  floor  divided  by  the  number  of  pupils, 
gives  twenty-five  square  feet  to  each,  and  the  cubical  contents  of 
each  room  divided  by  the  number  of  pupils  gives  about  300  cubic  feet  of 
air  to  each.  The  value  of  the  building  and  land  is  estimated  at  $100,000. 

New  School  Desk. 

The  school  is  supplied  with  a  new  school  desk  upon  an  original 
model,  with  a  patent  arrangement  for  folding  the  lid,  by  which  a  rest  is 
made  for  the  book  in  studying,  which  obliges  the  pupil  to  sit  upright, 
and  which  brings  the  book  at  the  right  distance  and  angle  from  the  eye. 

Laboratory  and  Apparatus. 

The  chemical  laboratory  is  complete  and  well  arranged  for  practical 
use.  The  philosophical,  ?istronomical  and  other  apparatus  is  large  and 
valuable.  The  library  of  reference  books  is  of  great  value  and  practi- 
cal service  to  the  school. 


English  and  Classical  School.  231 

Instructors. 

The  present  corps  of  instructors  is  as  follows : — 

William  A.  Mowry,  A.  M.,  Metaphysics, U.  S.  Constitution  and  Book-keeping. 

Charles  B.  Goff,  A.  M.,  Senior  Latin  and  Greek. 

Howard  M.  Rice,  A.  M.,  Modern  Languages  and  English  Literature. 

Rev.  James  W.  Col  well,  A.  M.,  Mathematics. 

Richard  W.  Smith,  A.  M.,  Junior  English  Studies. 

William  S.  Liscomb,  A.  M.,  Latin  and  Greek. 

George  B.  E.  Hinckley,  A.  M.,  Junior  Classical  Studies. 

Frank  P.  Whitman,  A.  B.,  Natural  Science  and  Mathematics. 

Mrs.  II.  M.  Miller,  Elocution  and  Voice  Culture. 

Mrs.  Harriet  A.  Dean,  Preparatory  Department. 

Prof  J.  W.  P.  Jenks,  A.  M.,  Physiology. 

Ellery  C.  Davis,  Penmanship. 

Benjamin  W.  Hood,  Vocal  Music. 

Mrs.  Mary  E.  Rawson,  Vocal  Music,  Preparatory  Department. 

Gen.  Charles  R.  Dennis,  Military  Drill. 


MOUNT     PLEASANT    ACADEMY. 

Established  18G5.     Principals  :  Jencks  Mowry,  Joseph  E.  Mowry,  A.  M. 


This  school  had  its  origin  in  the  opening,  by  the  senior  principal,  of 
the  Mount  Pleasant  Select  School,  for  affording  a  more  thorough  and 
extended  course  of  study  in  the  English  branches  than  was  at  the  time 
pursued  in  the  public  schools  in  the  immediate  vicinit}T.  It  was  soon 
found  that  the  school  met  a  requirement  of  a  class  of  scholars  whose 
age  or  diversity  of  attainments  in  different  branches,  prevented  from 
following  the  routine  of  the  public  schools,  and  that  such  a  school  was 
needed  to  supplement  those  schools.  Scholars  also  from  the  small 
ungraded  schools  in  our  rural  districts  found  opportunities  for  studying 
branches  not  taught  at  their  schools.  There  was  no  fixed  schedule  of 
studies,  but  the  studies  pursued  were  the  common  English  branches, 
and  sometimes  algebra,  and  the  elements  of  geometiy  and  physics. 
Especial  attention  was  given  to  the  explanation  of  the  principles  of 
arithmetic  and  to  their  practical  application. 

The  number  of  scholars  increased  and  there  arose  a  demand  for  a 
more  extensive  course  of  study.  In  1872,  a  new  school  building  was 
erected,  and  the  course  of  study  was  so  extended  as  to  include  the 
higher  mathematics  and  French,  and  the  college  preparatory  classics, 
and  it  became  the  aim  of  the  principals  to  afford  a  thorough,  discipli- 
naiy,  and  complete  preparation  for  ordinary  business  pursuits  or  for 
admission  to  our  colleges. 

The  views  which  suggested  its  establishment  are  still  adhered  to  : — 
That  all  scholars  can  not  with  advantage  pursue  exactty  the  same 
course  of  study,   nor  should  their  progress  in  all  branches  be  made 


Mount  Pleasant  Academy.  233 

uniform  ;  but  that  beyond  a  knowledge  of  the  rudiments,  which  all 
should  possess,  and  which  should  be  thorough,  the  scholar  ma}'  best 
pursue  those  studies  for  which  he  has  a  natural  inclination  ;  that  a 
thorough  knowledge  of  a  few  subjects,  or  of  a  few  topics  connected 
with  one  is  better  than  a  smattering  of  man}'  subjects,  or  a  superficial 
view  of  much  of  any  one.  Thus  scholars  entering  upon  a  liberal  course 
of  stud}-  form  habits  of  incalculable  advantage,  while  those  whose 
advantages  have  been  limited,  and  whose  time  for  the  completion  of 
their  education  is  short,  have  facilities  offered,  which  of  necessity  cannot 
be  enjoyed  in  our  rigidly  graded  public  schools. 

It  has  also  been  the  aim  of  the  school  to  afford  equal  advantages  to 
scholars  of  both  sexes,  the  entire  course  being  open  to  both,  and  both 
having  the  same  privileges  in  selecting  the  studies  to  be  pursued.  The 
influence  of  the  two  classes  is  believed  to  be  mutually  beneficial,  both 
intellectually  and  moralty. 

There  is  then  at  present  two  departments,  a  preparatory  and  an 
academic.  The  latter  has  two  parallel  courses  of  study,  extending  for 
most  pupils  over  four  3Tears.  The  scientific  includes  the  higher  English, 
mathematics,  and  a  modern  and  ancient  language  ;  the  classical  is 
limited  to  the  college  preparatory  studies. 

The  number  of  pupils  in  attendance  for  the  past  year  has  been  one 
hundred  and  twelve. 


PROVIDENCE  ASSOCIATION  OF  MECHANICS  AND 
MANUFACTURERS. 


On  the  27th  of  Februar}*,  1789,  a  number  of  the  principal  mechanics 
and  manufacturers  of  the  town  of  Providence,  met  at  the  house  of 
Captain  Elijah  Bacon,  on  Union  street,  and  u  voted,  that  we  will  form 
ourselves,  with  such  others  as  ma}'  join  us,  into  an  association  for  the 
promotion  of  home  manufactures,  the  cementing  of  the  mechanic 
interest,  and  for  raising  a  fund  to  support  the  distressed."  At  this 
meeting  Col.  William  Barton, — so  well  known  in  our  country's  history  as 
the  capturer  of  the  British  General  Prescott  at  his  quarters  on  Rhode 
Island  in  the  revolutionary  war, — was  chosen  chairman,  and  Bennett 
"Wheeler,  clerk.  At  the  same  meeting  a  committee,  consisting  of  Amos 
Atwell,  Charles  Keene,  John  Davis,  Robert  Newell,  Bennett  Wheeler, 
Elijah  Bacon  and  Nicholas  Easton,  was  appointed  to  draft  the  form  of 
a  constitution  for  the  association.  This  committee  reported  at  an 
adjourned  meeting,  held  at  the  house  of  Daniel  Jackson,  March  4th, 
and  the  constitution  presented  by  them  was,  after  being  debated  para- 
graph by  paragraph  and  amended,  unanimously  agreed  to.  The  follow- 
ing officers  were  then  elected  :  Barzillai  Richmond,  president ;  Charles 
Keene,  vice  president ;  Amos  Atwell,  treasurer,  and  Bennett  Wheeler, 
secretaiy.  A  committee  of  correspondence  was  also  elected,  consisting 
of  Aaron  Mason,  Levi  Hall,  Robert  Newell,  Daniel  Stillwell,  John 
Davis,  William  Richmond,  Zephaniah  Andrews,  Thomas  Hazard,  Elijah 
Bacon,  Charles  Holden  and  Nicholas  Easton.  At  the  same  meeting  a 
committee  was  appointed,  composed  of  Charles  Keene,  Amos  Atwell, 
Bennett  Wheeler,  Thomas  Hazard  and  Amasa  Gray,  to  draft  the  form 
of  a  petition  to  the  honorable  General  Assembly  for  an  act  of  incorpor- 
ation.    Levi  Hall  was  requested  to  present  the  petition  to  the  Assembly, 


Association  of  Mechanics  and  Manufacturers.      235 

and  "use  his  influence  to  get  the  prayer  of  it  granted."  The  Assembly 
granted  a  charter,  which,  on  the  16th  of  March,  received  the  signature 
of  governor  John  Collins.  The  thanks  of  the  Association  were  presented 
to  Mr.  Hall  and  to  David  Howell,  Esq.,  for  their  services  in  the  matter, 
and  also  to  Governor  Collins  '-  for  his  politeness  in  signing  the  charter 
of  the  Association  without  the  usual  fee." 

The  Association  thus  formed  was  one  of  the  very  earliest  organiza- 
tions in  the  countiy  for  the  promotion  of  the  mechanic  arts  ;  probably 
the  earliest  which  had  any  long-continued  existence.  The  only  previ- 
ously existing  society  of  which  we  have  an}'  knowledge  was  an 
association  of  tradesmen  and  manufacturers  in  the  town  of  Boston, 
which  was,  "owing  to  some  part}*  political  measures,"  dissolved  about  the 
year  1788. 

In  the  commencement  of  its  corporate  existence,  the  Association,  in 
matters  pertaining  to  social  life,  personal  expenses,  and  business 
obligations,  assumed  high  moral  ground.  At  a  meeting  held  March  30, 
1789,  the  following  recommendations  were  adopted  :  — 


"  On  motion,  resolved  unanimously,  that  it  be  and  hereby  is,  earnestly  recom- 
mended to  all  the  members  of  this  Association,  to  discourage  as  far  as  possible, 
all  foreign  manufactures,  by  using  in  their  families  and  business  those  of  our 
own  country;  and  that  each  member  avoid  all  extravagance  in  dress  or  other 
expenses,  in  themselves  or  those  under  their  care,  whereby  an  emulation  may  be 
excited. 

"It  is  also  earnestly  recommended,  that  each  member  be  careful  not  to  con- 
tract debts  or  enter  into  engagements  beyond  their  ability  to  perform  with  the 
utmost  punctuality,  that  their  families  may  escape  the  distress,  and  the  society 
the  disgrace,  attending  a  different  line  of  conduct. 

"It  is  also  recommended  in  the  most  serious  manner,  that  all  law  suits  be 
avoided  b}r  the  members  of  this  Association ;  that  they  do  not  enter  into  them 
until  they  have  endeavored  to  have  their  disputes  settled  by  referees ;  and  that 
no  member  take  advantage  of  laws  which  are,  or  may  hereafter  be  made,  either 
to  distress  an  honest  debtor,  or  defraud  an  honest  creditor. 

"It  is  also  recommended  that  the  members  of  this  Association  very  carefully 
inspect  into  the  conduct  of  their  apprentices,  and  those  under  their  care,  that 
they  be  not  strolling  in  the  streets  late  in  the  night  season,  and  disturbing  the 
inhabitants  by  revels. 

"  It  is  voted  and  resolved,  that  on  application  being  made  to  this  society  at 
any  of  their  meetings,  by  an  inhabitant  of  this  town  who  may  think  himself 
defrauded  by  bad  manufactures  being  sold  him  by  any  member  thereof,  or  by 
any  member  not  completing  his  contracts  in  a  workmanlike  maimer,  or  by 
extravagant  charges,  they  will  immediately  appoint  a  committee  to  examine 
into  the  facts,  and  endeavor  that  justice  be  done  to  the  parties." 


236  PllOVIDENCE. 

At  a  subsequent  period,  in  the  revision  of  the  by-laws,  the  Association 
expressed  its  sense  of  the  value  of  character,  as  follows : 

"  As  the  reputation  of  every  society  must  in  a  great  degree  depend  on  the 
character  of  its  individual  members,  and  the  estimation  in  winch  they  may  be 
held  by  their  fellow  citizens,  therefore  if  any  member  of  this  Association  shall 
fall  into  profligacy  of  manners,  base  and  immoral  habits,  or  be  chargeable  with 
intemperance  or  fraudulent  practices,  it  shall  be  the  duty  of  the  select  com- 
mittee to  examine  the  case  of  such  member,  and  report  thereon  to  the  Associa- 
tion, that  measures  may  be  taken  for  his  exclusion  therefrom.  But,  in  order  as 
far  as  may  be,  to  prevent  the  necessity  of  the  exercise  of  this  power,  it  shall  be 
the  duty  of  the  committee,  by  any  member  or  members  whom  they  may  desig- 
nate, to  advise  or  admonish  any  member  of  the  Association  who  may  be  declin- 
ing to  vicious  or  base  courses,  or  who  may  appear  to  be  falling  into  any  habit 
or  practice  which  may  affect  his  reputable  standing  in  society,  to  the  end  that 
by  faithful  counsel  and  admonition  he  may  be  preserved  from  such  a  course  as 
would  render  his  expulsion  necessary." 

The  Association  was  quick  to  sustain  its  members  in  the  free  exercise 
of  the  elective  franchise,  as  appears  by  the  following  vote,  passed  April 
5,  1790: 

"It  having  been  suggested,  that  several  wortlry  members  of  this  Association 
have  been  dismissed  from  their  employ,  in  consequence  of  voting  their  senti- 
ments at  the  last  town  meeting,  they  being  contrar^v  to  the  sentiments  of  their 
employers :  Voted,  that  the  following  gentlemen  be,  and  they  are  hereby 
appointed  a  committee  to  inquire  into,  and  report  such  facts  concerning  this 
matter  as  may  come  to  their  knowledge,  as  soon  as  may  be,  viz.  :  Colonel 
William  Barton,  Mr.  William  Richmond,  Robert  Newell,  Esq.,  Mr.  Samuel 
Thurber,  Jr.,  and  Mr.  Nicholas  Easton.1' 

The  humane  spirit  of  the  Association  is  shown  in  the  following  report, 
made  on  the  28th  of  May,  1790,  by  a  committee  to  whom  had  been  referred 
the  subject  of  rendering  advice  and  assistance  to  the  widows  and 
orphans  of  deceased  members  : 

"  Whereas,  the  well-being  of  all  societies  depends  on  a  proper  care  being  taken 
of  the  education  of  the  rising  generation,  and  as  individuals  and  families  under 
many  circumstances,  are  not  in  a  situation  to  pay  proper  attention  thereto,  it 
behoves  all  associated  bodies  of  people  to  aid  and  assist  in  the  accomplishment 
of  that  important  object :  Be  it  therefore  voted  and  resolved,  that  a  committee 
be  annually  appointed,  of  this  Association,  from  different  parts  of  the  town, 
whose  duty  it  shall  be  to  advise  and  assist  the  widows  and  children  of  all 
deceased  members  thereof,  and  where  circumstances  require  it,  endeavor  to 
provide  suitable  places  for  education  in  the  mechanic  arts,  or  otherwise,  as  in 
their  judgment  is  best  suited  to  the  genius  of  such  children.     And  if  anything 


Association  of  Mechanics  and  Manufacturers.       237 

impedes  their  well-meant  endeavors,  or  any  farther  assistance  may  be  found 
wanting,  (after  consulting  in  committee)  they  shall  lay  the  same  before  the 
Association,  for  their  aid  and  support,  as  circumstances  may  require." 

This  report  was  adopted,  and  made  the  basis  of  a  by-law,  authorizing 
pecuniary  aid  to  members  reduced  to  indigence  b}'  sickness  or  misfor- 
tune, and  to  widows  and  orphans,  to  an  amount  not  exceeding  forty  dol- 
lars, to  be  applied  to  an}'  one  case  during  the  year.  And  a  committe  of 
nine  members,  three  for  the  north  part  of  the  town,  three  for  the  south 
part,  and  three  for  the  west  side  of  the  river,  were  appointed  to  carry 
the  by-law  into  effect. 

When  the  Providence  Association  of  Mechanics  and  Manufacturers 
came  into  existence  no  settled  public  opinion  touching  the  industrial 
interests  of  the  country  had  been  formed.  The  need  of  such  an  opinion, 
governed  by  a  just  regard  to  mutual  rights  became  obvious  ;  and  one  of 
the  first  steps  taken  bv  the  society  was  to  impress  the  mechanics  of 
Rhode  Island  and  also  of  other  States,  with  the  importance  of  forming 
similar  organizations,  for  concerted  action  in  regard  to  the  protection 
and  encouragement  of  home  productions.  With  this  view,  the  committee 
of  correspondence  addressed  letters  to  the  mechanics  and  tradesmen  of 
Newport,  P^ast  Greenwich,  Warren  and  Bristol,  in  Rhode  Island  ;  and 
also  to  those  of  Boston,  Worcester,  Salem,  Newburyport,  Portsmouth, 
New  London,  Norwich,  Hartford,  New  Haven,  New  York,  AlbamT, 
Trenton,  Philadelphia,  Baltimore,  Alexandria,  Wilmington,  Norfolk  and 
Charleston.  From  most  of  these  places  prompt  and  cordial  responses 
were  received.  And  it  appears  that  the  efforts  of  the  Association  resulted 
in  the  formation  of  similar  organizations,  both  in  Rhode  Island  and 
other  States. 

The  letters  from  the  Providence  mechanics  exhibit  the  patriotic  spirit 
b}~  which  they  were  actuated,  and  their  ardent  desire  to  be  identified  with 
the  Union  of  States  into  which  Rhode  Island  had  not  3-et  entered.  It 
was  a  natural  feeling.  Some  of  the  leading  men  of  the  Association  had 
bravely  fought  for  civil  freedom.  They  were  men  of  practical  minds, 
and  well  knew  that  the  perpetuity  of  the  olessing  for  which  they  had 
hazarded  life  and  fortune,  could  be  secured  only  by  the  fostering  care  of 
a  central  government.  To  them,  a  national'^  of  thirteen  hundred  square 
miles,  and  United  States  custom  houses  in  border  States  along  the  line 
of  its  territory,  presented  no  charms  ;  and  with  praiseworthy  devotion, 
they  labored  to  effect  a  better  condition.  The  feeling  with  which  they 
were  oppressed  appears  in  their  correspondence ;  and  while  the}'  la- 
ment  the    unfortunate   position    of  their    State,    they    look  hopefully 


238  Pkovidence. 

towards  the  future.  Without  doubt,  the  popular  sentiment  of  the  State 
which  resulted  in  the  adoption  of  the  constitution,  was  in  large  degree, 
the  creation  of  the  mechanics  of  Rhode  Island  ;  and  there  is  ground  for 
the  belief  that  the  action  of  the  Providence  Association  of  Mechanics 
and  Manufacturers,  the  earliest  chartered  bod}T  of  the  kind  in  New  Eng- 
land, did  much  to  stimulate  this    sentiment  to  successful  action. 

When  the  news  arrived  that  Rhode  Island  had  become  a  member  of 
the  Union,  the  Association  partook  of  the  general  joy.  At  a  meeting 
held  June  4,  1790,  a  congratulatory  address  to  the  President  of  the 
United  States  was ,  reported  and  adopted,  expressing  their  regard  and 
attachment  to  him,  and  their  confidence  that  Congress  would  do  "  all  in 
their  power  to  promote  the  manufactures,  as  well  as  the  agriculture  and 
commerce  of  our  country."  The  address  was  forwarded  through  the 
senators  from  this  State,  and  an  appropriate  repty  was  returned  to  the 
Association  b}'  President  Washington. 

When  the  President  visited  Providence,  August  18,  1790,  the  Asso- 
ciation, b}T  formal  vote,  joined  as  a  bod}T  in  the  procession  that  escorted 
him  and  suite  from  the  wharf  to  his  lodgings,  at  the  Golden  Ball  Inn  (now 
known  as  the  Mansion  House),  kept  by  Abner  Daggett.  The}'  also  par- 
ticipated in  the  public  solemnities  in  commemoration  of  the  lamented 
death  of  General  Washington,  and  appeared  in  the  procession  with  their 
standard  and  wardens'  wands  draped  in  mourning. 

From  its  organization  to  1825,  the  business  meetings  of  the  Associa- 
tion were  generally  held  in  the  State  House.  Occasionally  they  met  at 
the  Golden  Ball  Inn,  and  elsewhere.  Very  early,  a  strong  feeling  was 
expressed  in  favor  of  building  a  hall  for  its  use,  but  this  was  never  car- 
ried out.  In  1824,  when  the  Franklin  building,  on  Market  Square,  was 
erected,  provision  was  made  for  a  hall  for  the  Association,  and  when  the 
walls  were  up,  the  front  was  surmounted  with  the  emblems  of  the  me- 
chanic arts,  to  identify  it  as  an  abiding  home.  It  was  formally  taken 
possession  of,  and  an  historical  address  in  commemoration  of  the  event 
delivered  by  the  President  John  Howland.  After  a  few  years,  objec- 
tions to  the  place  were  raised,  and  a  new  home  was  found  in  the  hall  of 
Washington  buildings.  In  1853.  the  Association  removed  to  the  hall 
in  Dyer's  block,  on  Westminster  street,  and  in  1860  to  the  bank  build- 
ing, then  erected  b}-  Mr.  Amos  C.  Barstow,  on  Weybosset  street,  being 
on  the  site  of  the  former  residence  of  Amos  Atwell,  the  first  treasurer 
and  third  president  of  the  Association,  which  location  it  has  continued 
to  occupy  to  the  present  time. 

Early  in  1791,  Alexander  Hamilton,  secretary  of  the  treasury  of  the 
United  States,  was  directed  by  the  house  of  representatives,  to  report 


Association  of  Mechanics  and  Manufacturers.      239 

to  that  body  "  a  plan  for  promoting  manufactures."  In  pursuance  of 
this  direction,  he  issued  a  circular  calling  upon  individuals  and  associa- 
tions, in  every  part  of  the  countiy  for  information  upon  which  to  base 
his  plan.  A  copy  of  this  circular  was  addressed  to  Col.  John  S.  Dexter, 
then  supervisor  of  the  district  of  Rhode  Island,  who  referred  the  letter  to 
this  Association,  requesting  them  to  furnish  the  information  desired. 
The  Association  cordially  responded  to  the  Secretary's  circular,  and  in 
July,  1791,  appointed  a  committee,  who,  after  making  a  careful  investi- 
gation into  the  manufactures  of  the  town,  presented  in  October  following, 
their  final  report,  which  was  transmitted  to  Mr.  Hamilton,  through  Col. 
Dexter,  giving  an  exhibit  of  the  products  of  industry  in  Providence, 
from  January  1,  1790  to  October  10,  1791,  being  a  valuable  contribution 
to  the  history  of  manufactures,  at  a  period  when  the  population  of  the 
town  was  less  than  seven  thousand  souls. 

With  a  view  to  self-improvement  among  the  members  of  the  Associa- 
tion, Mr.  Isaac  Greenwood  proposed,  at  a  meeting  held  January  10,  1798, 
that  a  lecture  be  delivered  at  each  quarterly  meeting,  by  a  member,  on 
subjects  relating  to  improvements  in  the  mechanic  arts,  the  practical 
means  of  encouraging  the  manufactures  of  the  country,  and  the  advan- 
tages resulting  from  social  or  corporate  connections  in  promoting  the 
interests  of  the  manufacturing  branches  in  union  with  the  general  pros- 
perity of  the  United  States.  The  proposition  was  adopted,  and  lectures 
were  delivered  by  Mr.  Greenwood,  Grindall  Reynolds,  John  Howland 
and  Mr.  Greene.  Tli3  practice  was  afterwards  discontinued,  but  the  idea 
was  never  wholly  lost  sight  of.  The  fact  held  a  place  in  the  memory  of 
more  than  one,  who  recognized  its  importance,  and  sympathized  with 
the  spirit  that  gave  it  form.  After  a  lapse  of  more  than  thirty  years, 
the  original  plan  was  revived  with  satisfactory  success.  In  1831,  a 
series  of  lectures  was  delivered  before  the  Association  alone.  To  this, 
George  Baker,  Walter  R.  Danforth,  Isaac  Thurber,  Leonard  Blodget 
and  Stanford  Newell,  Esqs.,  contributed.  The  first  of  the  series  was  b}r 
Mr.  Baker,  and  was  designed  to  stimulate  the  moral  aucl  intellectual 
faculties  to  worthy  endeavors.  Mr.  Danforth's  lecture  was  on  General 
Industry  ;  Mr.  Thurber's  on  Hydraulics  and  Dynamics  ;  Mr.  Blodget's 
on  Building,  and  Mr.  Newell's  on  Metals. 

The  influence  of  these  lectures  was  not  limited  to  the  hours  of  their 
delivery.  They  awakened  a  desire  for  continued  instruction.  Additional 
courses  were  delivered  by  the  Providence  Franklin  Society,  Professors 
Griscom,  Chace,  Caswell  and  Elton,  Mr.  Evans  and  others  ;  and  thus 
was  paved  the  wa}r  for  the  public  courses,  under  the  auspices  of  the 
Association,  commenced  in  1844,  which  have  maintained  their  popularity 


240  Providence. 

and  held  the  interest  alike  of  the  Association  and  the  community,  con- 
tinuing almost  without  interruption  clown  to  the  present  time.  For  some 
years  past  the  society  has  united  with  the  Providence  Franklin  Society 
in  the  care  of  these  lectures,  and  the}' have  been  devoted  mainl}- to  scien- 
tific subjects. 

In  1799  the  subject  of  education  engaged  the  attention  of  the  Associa- 
tion, and  the  want  of  a  better  system  of  school  instruction  being  deeply 
felt  by  the  members,  a  memorial  was  prepared  and  presented  to  the 
General  Assembly,  forcibly  urging  the  establishment  ot  free  schools 
throughout  the  State,  and  reminding  that  bod}-  u  that  libeiir  and  secu- 
rity under  a  republican  lorm  of  government,  depend  on  a  general  diffu- 
sion of  knowledge  among  the  people." 

This  question  was  thus,  we  believe,  for  the  first  time  since  the  exist- 
ence of  the  State,  pressed  upon  the  deliberations  of  the  legislature  ;  and  the 
measure  proposed,  though  met  with  considerable  hesitation,  was  finally 
incorporated  into  law. 

In  1799,  a  practice  had  sprung  up  of  supplying  the  wants  of  the  United 
States  navy,  by  enlisting  indentured  apprentices  of  mechanics  and  man- 
ufacturers. The  evils  of  this  procedure  were  severely  felt,  and  the  As- 
sociation addressed  a  letter  to  the  Secretary  of  the  Treasury  on  the  sub- 
ject, deprecating  the  practice  as  "  injurious  and  unjust  "  in  its  operations, 
and  as  a  sacrifice  not  required  of  those  classes  by  the  exigencies  of  the 
times. 

In  1800,  the  depressed  condition  of  the  mechanic  and  manufacturing 
interests  engaged  the  attention  of  the  Association.  It  was  deemed  im- 
portant that  these  interests  should  receive  suitable  encouragement  from 
the  government.  And  the  Association  adopted  a  memorial  to  Congress, 
drawn  up  by  John  Rowland,  urging  the  importance  of  securing  the  re- 
vival and  extension  of  the  mechanic  arts  and  the  promotion  of  improve- 
ments in  various  branches  of  domestic  manufacture.  Letters  were  also 
addressed  by  the  society  to  kindred  associations  in  Newporc,  Boston, 
New  York  and  Albany,  soliciting  their  cooperation  in  obtaining  its  ob- 
ject. The  memorial  was  presented  to  Congress,  together  with  a  similar 
one  from  New  York,  and  referred  to  the  committee  of  commerce,  who 
reported  unfavorably  thereon  in  1801,  which  report  the  house  approved. 
In  1815,  the  Association  made  common  cause  with  the  community  in 
seeking  the  abrogation  ot  the  revenue  laws  then  recently  passed,  and 
which  were  deemed  to  operate  injuvioushr  to  the  manufacturing  interests. 
A  memorial  was  drawn  up  complaining  of  the  "  unjust  and  oppressive 
operation  of  the  laws,"  and  earnestly  soliciting  Congress  for  their  repeal, 
It  was  placed  in  the  hands  of  Hon.   James  B.  Mason,    a  representative 


Association  of  Mechanics  and  Manufacturers.      241 

from  Rhode  Island,  for  presentation.  In  August,  1837,  a  general  con- 
vention of  mechanics  and  manufacturers  of  the  country,  was  held  at  New 
York,  to  consider  the  causes  of  the  distress  and  embarrassments  that 
seriously  affected  all  classes  of  the  community,  and  to  devise  means  of 
relief,  and  in  response  to  the  letter  of  invitation  received  by  the  Asso- 
ciation, a  delegation  was  appointed  to  represent  it  in  the  convention.  In 
1842,  the  Association  again  gave  its  active  influence  to  securing  the 
adequate  protection  of  American  manufacturing  industry.  A  declaration 
relative  to  increasing  the  duties  on  foreign  manufactures  was  adopted, 
and  a  copy,  signed  by  the  president  and  secretary,  directed  to  be  trans- 
mitted to  each  of  our  senators  and  representatives  in  Congress,  with  a 
request  that  it  should  be  laid  before  that  bod}',  which  was  done. 

At  the  annual  meeting  of  the  Association  in  1809,  the  society  ex- 
pressed their  sense  of  appreciation  of  *'  the  essential  service  rendered 
the  United  States  by  Mr.  Samuel  Slater,  of  North  Providence,  in  the 
introduction  of  the  complicated  machinery  for  the  manufacture  of  cot- 
ton," and  "  as  a  testimony  of  the  high  consideration  and  regard  with 
which  this  Association  view  Mr.  Slater  as  the  founder  of  an  extensive 
and  valuable  branch  of  manufacture  which  will  furnish  employment  and 
subsistence  to  thousands,  and  be  the  means  of  eventually  saving  millions 
of  property  in  the  country,"  elected  Mr.  Slater,  by  a  spontaneous  vote, 
a  member  of  the  society    "  without  the  intervention  of  the  usual  forms." 

In  September.  1819,  the  subject  of  the  establisment  of  a  savings  bank 
in  the  town  was  introduced  in  a  meeting  of  the  select  committee  of  the 
Association,  and  after  consideration,  "  being  convinced  that  such  an  in- 
stitution would  be  advantageous  to  a  great  number  of  persons,  by  pro- 
moting economy  and  frugality,  and  thereby  enabling  them  to  save  a  part 
of  their  earnings  till  age  or  infirmities  should  render  the  use  of  it  indis- 
pensable," the  committee  requested  the  secretaiy,  John  IJowland,  to 
take  such  preliminary  measures  as  would  lead  to  the  establishment  of  a 
savings  bank.  In  pursuance  of  this  request,  and  with  the  concurrence 
of  gentlemen  not  of  the  Association,  a  public  meeting  was  notified  and 
held  at  the  Washington  Insurance  Company's  office,  from  which  resulted 
the  establishment  of  the  Providence  Institution  for  Savings,  of  which 
Mr.  Ilowland  was  chosen  the  first  treasurer. 

In  January,  1821,  the  Association  voted  to  establish  a  library  for  the 
use  of  its  members  and  their  apprentices.  It  was  commenced  by  volun- 
tary  donations,  and  in  the  following  April  four  hundred  volumes  had 
been  collected,  when  a  code  of  rules  for  its  government  was  adopted  and 
steps  were  taken  for  putting  it  into  immediate  operation.  At  a  later 
period  a  reading  room  was  established  in  connection  with  the  library. 
16 


242  Providence. 

Continual  additions  of  books  have  been  made  from  time  to  time  by  ap- 
priations  from  the  treasury  as  well  as  by  donation,  until  a  library  of 
some  seven  thousand  volumes  has  been  accumulated  ;  and  the  issue  of 
books  lias  amounted  to  as  many  as  twenty  thousand  in  a  single  3-ear. 

At  a  meeting  of  the  society,  April  20,  1827,  a  committee  was  ap- 
pointed "  to  take  into  consideration  the  subject  of  promoting  temperance, 
and  that  they  report  at  a  special  meeting  to  be  called  by  the  president, 
and  further,  that  said  committee  procure  an  address  to  be  made  by  one 
of  the  Association  at  the  time  of  presenting  their  report."  The  special 
meeting  contemplated  by  this  vote,  was  held  Ma}'  29,  1827,  and  a  meet- 
ing of  citizens  having  been  held  in  the  vestry  of  the  First  Baptist  Church 
since  the  last  previous  meeting  of  the  Association,  to  consider  the  same 
subject,  the  resolutions  adopted  Iry  the  citizens  at  that  meeting  were  ap- 
proved and  recommended  "  to  the  serious  attention  of  all  our  members 
for  their  cordial  cooperation."  It  was  also  resolved  :  "  That  it  be  recom- 
mended to  the  several  trades  and  professions  composing  this  Association 
to  call  separate  meetings,  to  consider  and  adopt  such  measures  respect- 
ing the  practice  of  furnishing  ardent  spirits  to  workmen  and  apprentices 
in  their  employ  in  the  course  of  their  business,  or  in  manufacturing  es- 
tablishments, as  they  ma}T  judge  most  effectual  to  restrain  or  abolish  their 
use."  At  this  meeting,  on  invitation  of  the  committee,  an  address  on 
promoting  temperance  was  delivered  by  George  Baker,  being  the  first 
service  of  the  kind  known  to  have  been  performed  in  Providence.  It 
wras  favorably  received,  and  a  resolution  was  adopted  by  the  Association 
thanking  Mr.  Baker  for  his  "  excellent  and  well  adapted  address,"  and 
requesting  a  cop}*  for  publication. 

In  1844  efforts  were  made  to  obtain  funds  for  founding  an  asylum  for 
the  insane,  and  at  a  meeting  in  September  of  that  year,  the  Association 
voted  to  contribute  the  sum  of  one  thousand  dollars  towards  that  object. 
The  name  of  the  asylum  was  subsequent! y  changed  to  the  "  Butler 
Hospital  for  the  Insane,"  to  which  organization  the  subscription  of  the 
Association  was  paid  over  in  April,  1845. 

At  the  quarterly  meeting  of  the  Association  in  January,  1847,  the 
importance  and  need  of  the  establishment  of  a  house  of  correction  or 
reformation  in  this  city  was  brought  up  by  the  select  committee,  and 
after  discussion  was  referred  to  a  special  committee  to  consider  and 
report  thereon  at  a  future  meeting.  The  committee  reported  at  a  meet- 
ing in  April  and  presented  the  following  resolution  :  — 

"  Hesolved,  That  in  the  opinion  of  this  Association  the  wants  of  our  city 
demand  the  erection  of  a  "  House  of  Reformation"  within  a  convenient  distance 
from  the  city,  whose  objects  shall  be  the  confinement,  instruction  and  reforma- 


Association  of  Mechanics  and  Manufacturers.       243 

tion  of  such  persons  as  may  be  placed  in  it ;  and  we  would  earnestly  and 
seriously  urge  the  consideration  of  this  subject  upon  the  authorities  of  this  city, 
as  the  constituted  guardians  of  the  welfare  and  happiness  of  all  the  inhabitants 
thereof." 

The  report  and  resolution  were  received,  and  the  committee  was 
instructed  to  draft  the  form  of  a  memorial  in  accordance  with  that 
resolution,  to  be  presented  to  the  city  council.  At  a  meeting  held  May 
11th,  the  committee  reported  the  draft  of  a  memorial  urging  the  matter 
upon  the  attention  and  serious  consideration  of  the  council,  and  suggest- 
ing weighty  reasons  for  the  action  desired.  The  memorial  was  adopted 
by  the  Association,  and  ordered  to  be  signed  by  the  president  and 
secretary  and  presented  to  the  city  council. 

In  January,  1850,  a  communication  was  received  from  a  committee  of 
the  corporation  of  Brown  University,  stating  that  that  body  had  under 
consideration  the  expediency  of  enlarging  the  course  of  study  in  that  insti- 
tution, with  a  view  of  promoting  the  more  general  diffusion  of  knowledge 
and  the  practical  application  of  science  to  the  useful  arts  ;  and  desiring  the 
advice  and  cooperation  of  this  Association  in  regard  to  the  same.  The 
communication  was  referred  to  a  special  committee,  of  which  Isaac 
Thurber  was  chairman,  who  presented,  at  a  meeting  in  February,  a  care- 
fully prepared  report,  approving  cordially  the  proposed  enlargement, 
enforcing  the  importance  of  uniting  theoretical  knowledge  with  practical 
skill,  and  stating  that  "  our  mechanics  need  an  education  that  will 
inspire  confidence  in  themselves  ;  that  will  make  them  acquainted  with 
the  science  of  their  arts,  and  the  properties  of  matter  with  which  the}'  have 
to  deal ;  that  will  enable  them  better  to  judge  of  the  pursuits  of  others 
and  estimate  their  value  ;  that  will  qualify  them  to  lead,  as  well  as  to 
follow,  in  the  business  transactions  of  life.  And  this  the}-  should  have 
an  opportunity  of  acquiring,  without  being  compelled  to  devote  so  many 
3'ears  to  other  and  more  classical  studies."  The  report  also  suggested 
the  expediency  of  establishing  a  normal  school  in  connection  with 
Brown  University,  and  closed  as  follows:  "The  enlargement  of  the 
course  of  studies  in  our  literar}-  institutions,  so  as  to  extend  its  benefits 
to  a  more  numerous  class  of  our  fellow  citizens,  that  they  may  be  better 
trained  to  observe  and  judge,  not  by  blind  conjecture,  but  with  reference 
to  laws  or  principles,  which  should  have  their  proper  weight,  is,  in  the 
opinion  of  your  committee,  the  dictate  of  wisdom,  and  calculated  to 
confer  on  mankind  lasting  and  beneficial  results.  Your  committee 
would  therefore  recommend  a  most  cordial  compliance  with  the  request, 
to  cooperate  with  the  corporation  of  Brown  University  in  the  promotion 
of  an  object  so  desirable  as  a  more  general  diffusion  of  knowledge." 


244  Providence. 

The  report  of  the  committee  was  accepted  and  adopted,  and  a  copy 
thereof  with  a  cop}r  of  the  adopting  vote  of  the  Association,  was  trans- 
mitted to  the  committee  of  the  corporation  of  Brown  University. 

In  the  autumn  of  1850,  a  movement  was  made  to  procure  a  course  of 
lectures  by  gentlemen  of  our  own  city  and  State  on  subjects  connected 
with  Rhode  Island  history,  its  manufactures,  agricultural  and  mineral 
products,  etc.,  the  proceeds,  if  any,  to  be  set  apart  as  a  fund  towards 
the  erection  of  a  monument  to  the  memory  of  Roger  Williams.  Lectures 
in  this  course  were  delivered  gratuitously  b\r  Rev.  Francis  Wayland,  D. 
D.,  president  of  Brown  University,  Hon.  William  R.  Staples,  Samuel 
Ames,  Esq.,  Charles  S.  Bradley,  Esq.,  Abraham  Payne,  Esq.,  Hon. 
Samuel  G.  Arnold,  Prof.  William  Gammell,  of  Brown  University,  Rev. 
Charles  T.  Brooks,  of  Newport,  Rev.  James  M.  Hoppin,  of  Salem,  and 
George  W.  Curtis,  Esq.,  of  New  York  ;  but  not  resulting  in  pecuniary 
success,  a  subscription  was  started  and  circulated  among  the  members, 
and  a  sum  of  money  obtained  which  was  deposited  in  the  Providence 
Institution  for  Savings,  to  be  held  as  the  nucleus  of  a  fund  for  the  erec- 
tion of  a  monument  to  the  memory  of  Roger  Williams,  subject  to  the 
order  of  the  Association. 

On  the  27th  Februaiy,  1860,  the  Association  celebrated  (he  seventy- 
first  anniversary  of  its  founding  by  a  festival  in  Howard  Hall.  The 
hall  was  splendidi}'  decorated  with  banners,  streamers,  mechanical 
designs,  etc.,  and  nearl}'  800  ladies  and  gentlemen  partook  of  a 
sumptuous  repast.  Hon.  Amos  C.  Barstow,  president  of  the  Association, 
presided,  and  after  the  viands  had  been  disposed  of,  toasts  and  senti- 
ments were  offered,  which  were  responded  to  by  Mr.  Charles  Aker- 
man,  Mayor  Knight,  Rev.  Dr.  Sears,  president  of  Brown  Universit}T, 
Ex-Governor  D}er,  Hon.  Thomas  Davis,  Rev.  G.  T.  Da}T,  Rev.  E.  B. 
Hall,  Ex-Governor  Hoppin,  Ex-Mayor  Rodman,  Rev.  A.  H.  Clapp,  Rev. 
L.  Whiting,  and  Rev.  E.  M.  Stone.  The  entertainment  was  enlivened 
with  music  by  the  American  Brass  Band,  and  closed  by  singing  a  good 
night  song,  composed  for  the  occasion  by  Hon.  William  M.  Rodman. 

In  1870  a  movement  was  made  for  the  establishment  of  a  free  public 
library  in  this  city.  The  Association  voted  their  hearty*  approval  of  the 
project,  and  appointed  their  president,  Zachariah  Allen,  Esq.  to  act 
with  other  gentlemen  as  a  committee  to  procure  an  act  of  incorporation, 
and  to  take  measures  to  carry  the  plan  into  effect.  The}'  also  appointed 
a  committee  to  assist  in  raising  funds  for  the  purpose.  The  subject  was 
frequently  considered  in  meetings  of  the  Association  thereafter,  a  deep 
interest  being  felt  therein,  and  the  zealous  endeavors  of  their  president 
being  constantly  exerted  in  its  behalf.     In  April,  1874,  the  Association 


Association  of  Mechanics  and  Manufacturers.      245 

voted  to  appoint  a  committee  "  to  solicit  contributions  from  the  mem- 
bers of  the  society  to  create  a  fund  to  the  amount  of  ten  thousand 
dollars,  for  the  proposed  free  library,  and  to  enable  this  Association  to 
have  a  trusteeship  in  said  library."  In  1875  they  voted  to  donate  their 
library  to  the  trustees  of  the  public  library,  to  be  estimated  at  a  fair  valua- 
tion as  a  part  of  the  amount  contemplated  in  the  above  vote.  In  January, 
187G,  the  committee  on  subscriptions  reported  that  the  amount  of  sub- 
scriptions required  to  make  up  the  sum  of  $10,000  had  been  obtained  ; 
and  the  Association  is  now  prepared  to  make  a  transfer  of  the  same 
whenever  the  trustees  of  the  public  library  are  read}'  to  receive  it  and 
open  the  library  to  the  public. 


PROVIDENCE   FRANKLIN   SOCIETY 


The  Providence  Franklin  Society  should  not  be  overlooked  in  naming 
the  educational  institutions  of  this  State.  The  idea  of  a  society  in  this 
city  for  the  cultivation  of  the  knowledge  of  physical  science,  was  con- 
ceived by  William  T.  Grinnell.  who  interested  others  in  his  design,  and 
in  response  to  their  petition,  the  ;t  Providence  Franklin  Society  "  was 
chartered  by  the  General  Assembly,  at  the  January  session.  1823. 

The  interests  of  the  Society  were  afterwards  diligently  studied  by  its 
founder,  who  made  it  several  liberal  donations,  and  to  this  day.  it  is  in- 
debted to  him  for  its  continued  secure,  if  economical,  existence.  From 
its  organization  to  the  present  time,  the  objects  of  its  pursuits  have  em- 
braced nearly  every  department  of  physical  science.  It  has  a  cabinet  of 
miscellaneous  curiosities  and  specimens  of  much  scientific  interest,  in- 
cluding an  extensive  geological  collection,  in  which  are  representatives 
of  nearly  all  the  minerals  and  fossils  found  in  the  State.  It  has  also  a 
fine  collection  of  war  and  other  implements  trom  the  South  Sea  Islands. 
It  has  also  an  interesting  zoological  collection,  including  birds,  beasts, 
fishes,  reptiles  and  insects.  It  has  a  small  but  valuable  scientific  library, 
to  which  additions  are  made  from  time  to  time  as  its  funds  will  justify. 

It  has  ever  been  its  purpose  to  awaken  interest  among  its  members 
by  scientific  discussions,  and  it  has  sought  to  extend  this  interest  to  the 
public  by  popular  scientific  lectures.  It  is  believed  to  have  been  the 
first  society  organization  in  this  city  to  institute  a  course  of  popular  lec- 
tures for  public  entertainment  and  instruction.  Through  its  lectures  it 
has  introduced  to  the  citizens  some  of  the  most  noted  scientists  of  the 
world.  It  has  sought,  and  not  without  success,  to  cultivate  a  love  for 
the  study  of  natural  science,  by  encouraging  excursions  of  small  parties 
into  the  country,  under  the  conduct  of  competent  naturalists.  It  has 
also  organized  "  field  meetings,"  which  are  open  to  all  who  desire  to 
hold  communion  with  nature  in  her  "  visible  forms." 

A  microscopical  department  has  been  organized  and  carried  on  with 
commendable  zeal  and  success  for  several  years  past. 

The  members  of  the  society  now  number  over  three  hundred,  among 
whom  there  appears  to  exist  a  good  degree  of  esprit  de  corps. 


FRANKLIN     LYCEUM. 

1876. 


The  Franklin  Lyceum  was  established  in  the  summer  of  1831,  by 
Levi  M.  Holden.  Daniel  A.  Jackson  and  William  B.  Shove.  By  the 
records  of  the  twenty-first  of  April.  1832,  the  society  then  consisted  of 
Messrs.  Holden,  Jackson  and  Shove,  together  with  Charles  Gushing, 
Frank  Gushing.  Crawford  Nightingale  and  Geron'mo  Urmeneta.  These 
were  all  scholars  in  Mr.  De  Witt's  school  on  Waterman  street,  at  the 
time  of  the  organization  of  the  society,  and  the  first  meetings  were  held 
at  their  homes  on  Friday  evenings,  after  the  labors  of  the  school  were 
over.  The  officers  were  elected  quarterly.  The  exercises  consisted  of 
lectures  and  debates.  The  first  regular  room  occupied  by  the  Lyceum 
was  in  the  basement  of  Mr.  Shove's  house  on  Benefit  street,  nearly  op- 
posite the  Central  Congregational  Church,  where  a  library  and  a  cabinet 
of  minerals,  shells,  chemical  apparatus  and  antiquities  were  commenced. 
The  first  room  hired  by  the  society  was  in  a  small  building  opposite  Dr. 
Hall's  church,  on  Benefit  street.  Their  next  room  was  in  the  third  story 
of  the  arcade,  which  they  occupied  until  April,  1835,  when  they  removed 
to  the  De  Witt  building,  on  Waterman  street,  where  the  meetings  were 
held  regularly  until  1849.  At  the  meeting  held  April  28.  1^32.  the  name 
of  4-  Providence  Lyceum,"  wr.s  adopted,  which,  on  the  twenty-second  of 
the  following  December,  was  changed  to  that  of  the  **  Franklin  Lyceum," 
the  name  retained  ever  since.  The  first  recorded  annual  meeting  was 
held  on  the  fifth  of  Jauuary,  1833,  at  which  the  officers  were  elected. 
Between  the  years  1839  and  1842.  "  The  Franklin  Lyceum  Review  and 
Miscellany."  appeared,  under  various  editors,  and  the  copies  have  been 
preserved.  In  July,  1833,  there  were  thirteen  active,  and  two  correspond- 
ing members.  In  the  latter  part  of  this  year  steps  were  taken  towards 
the  formation  of  a  library.  The  first  public  anniversary  was  held  on  the 
first  of  January,  183G.  at  which  Henry  C.  Whitaker  delivered  an  address, 
and  William  M.  Rodman  a    poem.     The   first   public  lecture  before   the 


248  Providence  . 

Lyceum  was  delivered  in  1839,  by  Ralph  Waldo  Emerson.  Tn  January, 
1843,  the  legislature  granted  an  act  of  incorporation,  under  which  the 
Lyceum  now  exists.  The  societ}-  at  this  time,  contained  thirty-one  ac- 
tive, and  twenty-four  corresponding  members.  In  the  autumn  of  1848, 
the  Lyceum  received  an  important  accession  to  its  numbers  by  its  union 
with  the  Westminster  Lyceum,  a  newly  formed  society,  which  merged 
its  separate  name  and  existence  in  the  Franklin  Lyceum. 

On  the  first  of  January  following,  the  society,  desiring  a  more  central 
location,  removed  to  the  hall  No.  19  Westminster  street,  which  they 
continued  to  occupy  until  November,  1858.  On  the  nineteenth  of  No- 
vember, 1858,  formal  possession  was  taken  of  the  present  rooms.  The 
dedicatory  exercises  consisted  of  a  procession  ;  the  uncovering  of  the 
statue  of  Franklin,  the  first  public  statue  in  Rhode  Island  ;  an  oration 
by  Francis  E.  Hoppin,  and  a  poem  by  Henry  C.  Whitaker,  delivered 
in  Dr.  Hall's  church,  and  concluded  with  a  supper  in  Railroad  hall.  In 
the  autumn  of  1859,  a  catalogue  of  the  library,  which  then  numbered 
about  three  thousand  volumes,  was  published.  In  the  war  for  the  Union 
a  large  number  of  the  members  of  the  Lyceum  enlisted  in  the  army  or 
the  navy  ;  many  of  whom  attained  high  positions  of  honor  and  of  com- 
mand. During  the  past  ten  years  the  growth  of  the  society  has  been 
rapid  in  every  department.  For  several  years  members'  courses  of  lec- 
tures were  held  in  Lyceum  hall,  all  the  lecturers  being  members  of  the 
Lyceum,  which  were  largely  attended  and  of  great  interest.  The  debates 
have  been  earnest,  spirited,  and,  at  times,  exciting.  The  library  has  in- 
creased from  three,  to  upwards  of  nine  thousand  volumes,  and  many 
new  magazines  and  newspapers  have  been  added  to  the  reading  room. 
Recently,  a  change  was  made  in  the  b}'-laws,  so  that  women  may  be  ad- 
mitted as  members,  on  the  same  terms  and  conditions,  and  with  the  same 
rights  and  privileges  as  men,  and  several  have  become  members, 

Such  is  a  brief  sketch  of  the  more  important  events  and  principal 
landmarks  in  the  history  of  a  society,  which  has  risen  from  the  very 
humblest  of  beginnings  to  be  recognized  as  an  honor  to  ourcit}',  and  one 
of  its  most  valuable  institutions.  There  are,  at  present,  belonging  to 
the  Lyceum,  eight  hundred  and  forty-seven  active  members,  besides  a 
large  number  on  the  corresponding  list.  The  library  contains  upwards 
of  nine  thousand  volumes,  and  is  constantly  increasing  bj'  the  addition 
of  the  best  books  in  every  department.  The  reading-room  is  well  sup- 
plied with  all  the  leading  newspapers  and  periodicals.  The  meetings 
are  held  in  a  hall  devoted  to  the  exercises  of  the  Lyceum,  while  the 
library  occupies  a  separate  room.  A  room  handsorneljr  furnished  has 
recently  been   opened   for   social   conversation,    chess,   etc.,  which  has 


Franklin    Lyceum.  249 

become  a  popular  feature.  Earnest  and  spirited  debates  are  regularly 
held  every  Monday  evening,  from  October  to  June,  in  whichall  the 
members  are  cordially  invited  to  participate.  Many  of  those  who  have 
been  active  in  these  debates,  now  occup}-  high  places  in  our  city,  state 
and  national  councils.  As  a  school  in  which  to  gain  an  accurate  knowl- 
edge of  parliamentary  law  and  a  read}-  skill  in  parliamentary  tactics  the 
Lyceum  probably  has  no  equal.  From  the  ex-officers  of  the  Lyceum 
have  been  chosen  several  governors  of  Rhode  Island,  mayors  of  Provi- 
dence, members  of  Congress,  secretaries  of  State,  professors  of  Brown 
University,  law  officers  of  Rhode  Island  cities,  etc.,  while  iu  both  city 
and  State  governments  many  members  of  the  Lyceum  are  always  to 
be  found. 

The  membership  includes  many  of  the  leading  lawyers,  editors, 
teachers  and  merchants  of  Providence,  and  the  annual  election  of  offi- 
cers creates  as  great  excitement  as  an  ordinary  municipal  election. 

The  system  of  annual  public  lectures  and  entertainments  is  one  of  the 
oldest  and  most  successful  in  the  entire  country.  The  lectures  are  usu- 
ally by  the  most  eloquent  and  famous  orators  ;  the  re:  dings  b}-  distin- 
guished elocutionists,  and  the  concerts  by  the  highest  musical  talent 
that  can  be  secured.  To  these  the  members  are  furnished  with  free 
tickets  and  the  general  public  are  admitted  at  reasonable  rates. 


A     SKETCH 


OF   THE 


PUBLIC     SCHOOLS 


IN   THE 


•CITY  OF  NEWPORT. 


THOMAS  WENTWORTH  HIGGINSON    and    THOMAS  II.  CLARKE. 


PUBLIC    SCHOOLS. 


The  early  school  histor}-  of  Newport  is  detailed  with  sufficient  fullness 
in  the  "  History  of  the  Common  Schools  of  Rhode  Island."  It  is  neces- 
sary only  to  continue  that  sketch  from  the  time  when  local  schools  were 
absorbed  into  the  general  school  S}~stem,  in  1828.  It  will,  however,  be 
better  to  go  back  three  years  earlier  than  this,  to  the  time  when  the 
town  was  authorized  by  the  assembly  to  raise  a  tax  of  $800  "  for  educa- 
ting the  white  children  of  the  town  who  are  not  otherwise  provided  with 
the  means  of  instruction,"  and  to  apply  to  this  purpose  the  avails  of 
certain  lands  which  had  been  bequeathed  to  the  town.* 

~By  vote  of  a  town  meeting  held  in  Februaiy,  1826,  a  lot  in  Mill  street 
was  bought  for  a  school-house  and  a  committee  was  appointed  to  erect 
a  building.     This  committee  reported  in  March,  1827,  as  follows : 

"The  committee  appointed  by  the  town  to  superintend  the  building  of  a 
public  school-house  respectfully  report :  That,  having  purchased  a  very  eligible 
lot  in  Mill  street,  they  have  erected  thereon  a  school-house  60  feet  long  and  36 
feet  wide,  of  brick  and  stone,  two  stories  high,  which  is  now  so  far  completed 
that  the  upper  room  intended  for  boys  is  nearly  ready  for  the  reception  of  the 
school;  the  cost  of  the  lot  and  building  up  to  this  period  is  about  $2,750.  To 
defray  this  expenditure  has  absorbed  the  funds  placed  at  the  disposal  of  the 
committee,  consisting  of  the  following  items,  viz.  : 

Xet  sales  of  Gallow  field, 

Appropriation  by  tax  of  1825,     . 

Net  balance  of  rent  of  theatre, 

Donation  of  Mr.  Wm.  Vernon, 

Appropriation  for  1826,       .... 


*  See  ante,  p.  42. 


$891 

24 

800 

00 

180  00 

100  00 

800  00 

$2,771 

24 

254  Newport. 

"The  committee  are  of  opinion  that  to  finish  the  upper  room  for  the  accom- 
modation of  the  boy's  school,  and  fence  in  the  lot  will  require  about  $200 
additional  resources." 

At  the  same  time  measures  were  taken  by  the  town  to  establish  a 
fund  from  the  sale  and  rents  of  school  land,  the  avails  of  licenses,  etc.,  in 
aid  of  the  public  school  of  the  town. 

At  the  same  meeting,  March  25th,  1827,  the  following  resolution  was 
adopted,  which  was  the  opening  of  the  first  public  school  in  Newport 
on  the  present  system  : 

"  Resolved  that  a  school  for  boys  on  the  Lancasterian  or  monitorial  system 
be  commenced  as  soon  as  may  be  under  the  following  regulations,  viz.  : 

"  1st.  That  a  committee  (to  be  hereafter  annually  chosen  at  our  June  town 
meeting)  consisting  of  live  persons,  one  of  Avliom  shall  be  a  resident  in  each  of 
the  town  wards,  be  immediately  appointed  to  be  denominated  the  'public  school 
committee,'  who  shall  have  power  to  appoint  school  masters  and  assistants,  fix 
their  compensation,  regulate  the  admission  and  discharge  of  scholars,  (having  a 
special  regard  to  the  laws  of  the  State  on  this  subject,)  provide  books,  stationery, 
etc.,  and  in  general  superintend  and  manage  the  schools  in  conformity  to  the 
laws  and  orders  of  the  town. 

"2nd.  The  school  committee  shall  be,  and  they  are,  hereby  authorized  to 
draw  on  the  town  treasurer  for  any  sum  necessary  to  meet  their  expenditures, 
not  exceeding  the  annual  appropriation  for  school  purposes,  and  they  shall  also 
receive  the  tuition  money  hereinafter  named,  and  apply  it  to  the  current  expenses 
of  the  school,  and  shall  present  their  accounts  to  be  audited  by  the  town  council 
on  the  first  Monday  in  June  in  each  year. 

"3d.  In  order  that  the  benefits  of  the  school  may  be  extended  not  only  to 
the  most  indigent  of  our  citizens,  but  those  also  whom  industry  and  economy 
place  above  want,  the  following  very  low  rates  of  prices  for  tuition  shall  be 
established,  viz. :  Tor  the  alphabet,  spelling  and  writing  on  slates,  25  cents  per 
quarter.  Continuance  of  ditto  with  reading  or  arithmetical  tables,  50  cents  per 
quarter.  Continuance  of  the  last  with  writing  on  paper,  arithmetic,  and  defi- 
nitions, $1.  The  preceding,  with  grammar,  geography,  with  the  use  of  maps 
and  globes,  book-keeping,  etc.,  $2.  No  additional  charge  for  fuel,  books  or 
stationery. 

"  4th.  Scholars  shall  be  admitted  at  any  time,  on  application  to  the  com- 
mittee  and   payment  of  the  tuition  money. 

"  5th.  The  regular  quarter  days,  however,  shall  be  the  first  school  days  in 
February,  May,  August  and  November,  oil  which  days  payment  will  be  required 
in  advance,  of  every  child  in  school  for  the  ensuing  quarter. 

"  6th.  Of  scholars  admitted  on  other  than  the  regular  quarter  days  a  ratable 
payment  will  be  required  until  the  end  of  the  current  quarter,  unless  the  admis- 
sion be  within  the  first  two  weeks  of  the  quarter,  in  which  case  the  whole  quarter 
must  be  paid  for,  or  within  the  last  two  weeks,  when  the  coming  quarter  must 
be  paid  for,  without  including  the  fortnight. 

"  7th.     The  object  of  the  foregoing  scale  of  prices  for  tuition  is  to  foster  and 


Report  for  1828.  255 

encourage  the  honorable  feeling  of  independence  in  those  parents  who  wish  to 
educate  their  children  at  their  own  expense,  but  whose  limited  means  are  in- 
sufficient to  pay  the  customary  rates.  But  it  is  at  the  same  time  hereby 
expressly  provided,  that  no  child  shall  be  excluded  from  the  benefits  of  the 
school  merely  from  inability  to  pay  for  his  tuition. 

"  8th.  The  public  school  committee  shall  perform  their  duty  gratuitously, 
the  honor  of  the  station  and  the  gratitude  of  their  townsmen  is  to  be  their  only 
reward. 

"Oth.  Until  recurrence  of  the  June  town  meeting  the  following  persons  shall 
compose  the  committee,  viz.  :  Nicholas  G.  Boss,  Edward  W.  Lawton,  George 
Engs,  James  B.  Phillips,  Theophilus  C.  Dunn."* 

The  following  is  the  first  repoit  of  a  Newport  School  Committee : 

"  Report  for  1828. 

"  The  public  school  committee  of  the  town  of  Newport  respectfully  report, 
that  since  the  commencement  of  the  public  school  in  Mill  street  on  the  21st  day 
of  May,  1827,  the  number  of  applications  for  admission  has  been  337: 

Of  which  there  has  been  rejected  as  not  coming  within  the  provisions 

of  the  law,  .  .  .  .  .33 

Suspended  for  further  consideration,  ...  25 

Admitted,  .  .  .  .  .  .279 


337 
Of  the  scholars  admitted  G7  have  been  withdrawn  or  dismissed,  leaving  the 
present  number  212. 

:' In  the  selection  of  the  scholars  the  committee  have  endeavored  strictly  to 
comply  with  the  resolution  of  the  town,  and  the  law  of  the  State,  in  admitting 
those  only  who  were  'not  otherwise  provided  with  the  means  of  education.'  In 
considering  the  list  of  applicants  the  most  needy,  according  to  their  best  infor- 
mation, were  first  admitted,  and  it  is  gratifying  to  them  to  state  that,  although 
at  first  some  apprehensions  were  entertained  that  the  room  would  not  accom- 
modate all  who  were  entitled  to  admission,  they  have  been  able  (after  every 
exertion  on  their  part,  both  by  public  advertisements  and  personal  representa- 
tion to  obtain  suitable  applications)  to  receive  all  those  candidates  whose  cases 
came  within  the  spirit  of  the  law.  The  pupils  have  generally  been  attentive  to 
the  duties  of  the  school,  and  have  made  considerable  progress  in  their  several 
studies.  The  greatest  difficulty  the  committee  has  met  has  been  in  enforcing 
constant  attendance  at  school,  and  the  same  culpable  indifference  to  the  benefits 
of  education  which  prevented  some  parents  from  making  application  for  admis- 
sion of  their  children,  has  been  shown  by  other  parents  in  not  using  their  per- 
suasion and  authority  to  compel  the  punctual  attendance  of  their  children  after 
they  were  admitted,  instances  in  the  later  class  have  been  comparatively  very 
few,  and  wherever  remonstrance  or  representation  on  the  part  of  the  instructor 
or  committee  has  been   ineffectual,  a  suspension  of  the  delinquent  from  school 

*Barnard's  Journal  of  R.  I.  School  Institute,  III,  147-8. 


256  Newport. 

lias  been  resorted  to.  The  small  amount  required  quarterly  of  each  scholar  has 
been  found  to  have  a  very  salutary  effect,  for  those  who  pay  are,  generally  speak- 
ing, the  most  attentive — there  are  some  exceptions,  and  the  school  in  some 
instances  is  a  blessing  to  those  who  are  quite  destitute  of  the  means  of  pay- 
ment. The  committee  consider  it  advantageous  to  the  school  to  require 
payment  of  all  those  who  can  by  any  means  afford  it  (as  the  sum  required  is 
insufficient  to  defray  the  expenses  of  books,  slates,  etc.,)  and  they  are  fully  of 
opinion  that  if  the  school  was  rendered  quite  free  it  would  be  less  beneficial,  and 
would  probably  be  regarded  like  other  common  bounties  of  very  little  value. 
The  Lancasterian  system  adopted  under  the  resolution  of  the  town,  was,  to 
most  of  our  fellow  citizens,  as  well  as  to  ourselves,  a  novel  mode  of  instruction. 
But  whatever  doubts  may  have  been  entertained  as  to  its  efficiency  they  have 
been  entirely  dispelled  by  the  success  of  the  school  during  the  past  year,  which 
has  surpassed  the  expectations  of  its  most  decided  advocates,  and  has  satisfied 
them  of  the  superiority  of  the  monitorial  system  for  a  large  school,  over  all 
others.  The  school,  under  the  superintendence  of  its  present  able  instructor 
(to  whose  abilities,  attention  and  perseverance  the  town  is  greatly  indebted  for 
its  success,)  bids  fair  soon  to  be  numbered  among  the  most  useful  of  the  system, 
and  to  be  the  means  of  educating  and  training  to  habits  of  industry  that  part  of 
our  population  who  so  much  need,  and  who  are  so  well  entitled  to  the  oppor- 
tunity of  obtaining  instruction.  The  lower  room  in  the  building  is  nearly 
completed  for  the  reception  of  pupils  and  the  committee,  believing  it  to  be 
the  wish  of  the  town,  have  engaged  a  young  lady  who  is  well  qualified  for  the 
business  to  take  charge  of  the  girls'  school,  who  will  probably  be  ready  to  com- 
mence in  about  three  weeks,  and  the  committee  take  the  liberty  to  recommend 
the  same  plan  of  discipline  and  instruction  for  that  school  as  has  qeen  practiced 
in  the  boys'  department. 

"The  accounts  and  vouchers  for  the  past  year  were  presented  to  the  town 
council  yesterday,  and  by  them  audited,  leaving  a  balance  due  to  the  committee 
of  $202.01,  as  will  appear  by  the  following  abstract: 

Received  from  town  treasury  under  the  appropriation  of  1827, 
Scholars'  pay,  first  quarter, 
Scholars'  pay,  second  quarter, 
Scholars'  pay,  third  quarter, 

Balance,  ..... 


$000 

ill) 

50 

96 

01 

37 

08 

53 

202 

nl 

$988 

87 

GOO 

no 

11 

Of 

!) 

17 

187 

35 

181 

ill 

Paid  Instructor's  salary, 

Printing,  advertisements,  &c,    .... 
Interest  on  acceptances,    .... 
Books,  slates,  stationery,  &c,   .... 
Stovepipe,  fuel,  benches,  book-case,  painting,  &c, 

$988  87 
"  The  balance  of  the  appropriation  of  1827,  being  $200,  was  expended  by  the 
building  committee  in  completing  the  building. 

"  For  the  committee, 

"  Nicholas  G.  Boss,  Secretary. 
"Newport,  Juie  3d,  1823." 


Report  of  1844.  257 


$100  00 

50 

00 

154 

37 

1,500 

00 

325 

00 

23 

03 

|2,153 

00"* 

"  Condition  of  the  public  school  fund  in  1828  : 

Donation  by  Governor  Fenner, 

Donation  by  Governor  Collins, 

Licenses,  . 

Legacy  of  Constant  Taber, 

Sale  of  Warden  (school)  lot, 

Estate  I.  Begna,  Laving  no  being  in  the  United  States, 


In  1844,  a  committee  made  a  report  from  which  the  following  extracts 
are  taken  : 

"  The  committee  have  been  astonished  to  learn  that  there  are  nearly  900  chil- 
dren in  this  town,  between  the  ages  of  live  and  fifteen,  for  whom  no  schooling  is 
provided.  Mr.  Manchester  reports  the  whole  number  of  children  in  town,  over 
live  and  less  than  fifteen  years  of  age,  to  be  nearly  2,000 ;  of  these  G80  are  pro- 
vided for  by  the  existing  public  schools ;  and  the  30  private  schools  which  they 
have  ascertained  to  exist,  averaging  15  pupils,  give  450  more,  making  in  all  1,130 
capable  of  being  seated  in  the  existing  schools,  and  leaving  87G  unprovided  for. 
Evidently,  then,  there  is  an  irresistible  call  for  schools,  and  the  committee  con- 
sider that  two  primary  schools  are  immediately  wanted,  one  in  the  lower  part 
of  the  town,  near  the  factories,  and  the  other  in  Broad  street,  whence  too  many 
children  now  seek  admission  into  the  Point  schools.  The  committee  also  feel 
that  another  intermediate  school  is  needed  for  those  pupils  who  have  to  leave 
the  primaries,  and  yet  are  not  lit  for  the  grammar  schools.  But  this  they  do 
not  at  present  so  strenuously  insist  upon,  as  on  the  increase  of  primary  schools, 
for  which  they  have  been  inundated  with  applications  they  could  not  meet. 

"  In  relation  to  the  other  point  suggested,  namely,  the  character  of  the  school- 
ing given,  the  committee  feel  bound  to  express  the  opinion,  that  the  time  is 
come  for  an  advancement  in  our  upper  schools,  upon  higher  branches  of  study 
than  have  yet  been  pursued.  In  one  or  two  of  the  schools  many  of  the  scholars 
have  for  some  time  been  expressing  a  strong  desire  to  remain  at  school  longer, 
and  go  on  with  certain  of  the  more  interesting  and  important  of  the  advanced 
branches.  And  the  committee  would  respectfully  ask  if  it  is  not  time  that  some- 
thing of  natural  and  mental  philosophy,  of  political  economy  and  of  the  import- 
ant subject  (particularly  in  this  country)  of  the  science  of  government,  and  the 
duties  of  citizenship,  should  be  taught  to  our  pupils  before  leaving  schools,  at 
which  most  of  them  may  receive  their  last  instructions,  except  the  bitter  ones  of 
experience?  The  committee  would  ask,  if  such  subjects  as  these  they  have 
named  are  not  something  more  than  mere  accomplishments — if  they  are  not  es- 
sential parts  of  a  common  school  education ;  essential  parts  of  that  education 
which  every  free  community  ought  to  be  trying,  at  least,  to  devise  some  way  of 
furnishing  its  rising  generation?  Is  it  not  time,  in  short,  that  we  began  to  think 
seriously  of  carrying  our  school  system  to  its  proper  height,  while  wTe  attend  to 
the  enlargement  and  expansion  of  the  base. 

*  Barnard's  Journal,  III,  148-9. 

17 


258  Newport. 

"  If  any  ask  why  these  higher  branches,  to  which  the  committee  have  alluded, 
are  not  already  taught  in  the  upper  schools,  they  reply,  that  it  would  be  crowd- 
ing too  much  upon  the  teachers  and  depriving  the  lower  studies  and  students  of 
the  attention  due  to  them.  They  cannot  be  pursued  without  some  additional 
provision  being  made.  *  *  * 

"  With  a  few  specific  statements  and  suggestions,  the  committee  will  now 
close  their  report.  The  treasurer  reports  the  receipt  during  the  past  year,  of 
$1,766.59  from  the  State;  #1,600  from  the  town,  and  $203.21  from  the  tax  levied 
on  the  scholars,  amounting  in  all  to  $3,569.80.  Of  this  sum,  83,000  have  been 
paid  for  salaries ;  8113  for  fuel;  $228.24  for  stationery  in  1842-3;  and  $228.41 
for  incidental  expenses;  $190.54  remain  in  the  town  treasury,  and  the  outstand- 
ing debts  amount  to  about  8400. 

"  The  committee  close,  therefore,  with  recommending — That  two  new  primary 
schools  be  established,  one  in  Broad  street,  or  thereabouts ;  and  the  other  in  the 
extreme  lower  part  of  the  town;  and  that  the  sum  of  $2,000  be  appropriated  by 
the  town  for  the  coming  (town)  year  to  the  purposes  of  public  education. 
"  All  of  which  is  respectfully  submitted,  by 

R.  J.  Taylor,  C.  G.  Perry, 

William  Brownell,    William  Gilpin, 
C.  T.  Brooks,  Augustus  Bush, 

Joseph  Smith,  Thatcher  Thayer, 

David  Kino,  James  A.  Greene, 

C.  F.  Newton, 

School  Committee.'"* 

Four  3'ears  later  (1848),  the  committee  reported  in  part  as  follows  : 

"  The  school  committee  of  the  town  of  Newport,  in  rendering  the  account  of 
their  stewardship  for  the  year  now  closed,  respectfully  report :  That  there  are 
under  their  care,  seven  primary  schools,  a  school  for  colored  children,  three 
intermediate  or  grammar  schools,  and  a  boys'  and  girls'  senior  department;  the 
last  of  which,  from  necessity,  embraces  in  it  an  intermediate  school  and  is 
taught  by  a  principal  and  assistant,  and  has  accommodations  for  ninety  pupils. 
These  schools,  containing  nearly  nine  hundred  pupils,  are  under  the  direction  of 
qualified  and  diligent  instructors.  They  have  not  only  maintained  their  former 
good  standing,  but  most  of  them  have  made  advances.  Since  the  last  report, 
the  course  of  studies  has  been  enlarged  in  every  department,  a  more  rigid  classi- 
fication of  scholars  instituted,  and  a  more  close  and  careful  examination  exacted 
for  admission  to  the  higher  schools.  (For  the  details  of  which,  the  committee 
refer  to  the  rules  and  regulations  recently  published  and  distributed).  The  re- 
sult of  these  arrangements  is  seen  in  the  high  appreciation  of  the  schools  by  our 
townsmen ;  and  the  increased  desire  and  more  numerous  applications  for  admis- 
sion to  a  share  of  their  advantages. 

"For  the  first  time  since  the  establishment  of  the  public  schools,  the  com- 
mittee have  found  themselves  so  straitened  for  accommodations  and  means,  as 
to  be  compelled  to  refuse  admission  to  some  applicants,  while  at  the  same  time 
a  parochial  school,  attached  to  one  of  the  religious  societies,  has  withdrawn  a 
large  number  of  boys  who  were  formerly  in  our  schools.  Private  schools,  which 
have  heretofore  met  the  wants  of  the  wealthier  classes,  no  longer  compete  with 

♦Barnard's  Journal,  III,  141-3.    This  report  was  also  printed  in  pamphlet  form. 


Report  of  1848. 


259 


those  of  the  town.  The  advantages  afforded  by  the  latter,  in  the  nicer  classifi- 
cation of  pupils,  in  the  uniformity  of  school  books,  as  well  as  in  the  constant 
and  zealous  supervision  of  the  school  committee,  are  all  understood  by  the 
people. 

'•In  this  condition  of  things  the  committee  believe  that  their  fellow-citizens 
will  not  only  justify  them  in  the  suggestion  of  measures  for  greater  improve- 
ment, but  that  they  will  meet  these  suggestions  with  a  response. 

"  The  first  step,  and  not  the  least  important  in  the  economy  of  education,  is 
the  provision  of  convenient  and  comfortable  school-rooms.  The  essential  ele- 
ments in  these  are  location  and  space.         *  *  * 

"  In  view  of  these  circumstances,  with  the  most  careful  consideration  of  the 
best  means  of  providing  for  present  exigencies,  the  committee  earnestly  recom- 
mend to  the  town,  the  erection  of  a  school  house  large  enough  for  two  hundred 
pupils,  in  someplace  which  shall  be  found  most  expedient. 

"  The  committee  are  fully  persuaded,  that  this  is  not  only  the  best  course, 
but  that  it  will  prove  to  be  altogether  the  most  economical  in  a  pecuniary  point 
of  view.  It  is  not  meet  or  just  that  an}'  child  in  the  town  should  be  denied  its 
lawful  share  of  the  moneys  appropriated  to  public  schools,  yet  this  must  be 
done,  unless  there  be  provided  ample  accommodations. 

"  The  committee  append  the  report  of  their  returns,  from  which  it  will  be 
seen  that  they  are  compelled  to  ask  of  the  town  an  increased  appropriation  of 
five  hundred  dollars. 

"  Amount  on  hand  from  last  year,  .  .  .  .  .  82  83 

Received  from  the  State, 
"  "       town, 

"  "       registry  tax,  . 

"  "       school  tax,     . 


"  Amount  paid  for  salaries  of  teachers, 

Stationery,  . 

Rent,  . 

Fuel,  . 

Repairs,      . 

Incidentals,  . 

Cash  on  hand,        . 


1,766 

02 

2,500 

00 

2.30 

83 

417 

00 

$4,975 

77 

83,737 

3  7 

410 

30 

223 

00 

148 

20 

30 

84 

307 

20 

13 

77 

84.075   7 


Mr.  Barber's  bill  unpaid, 


''Newport,  June,  1848."* 
*  Barnard's  Journal,  III,  153-6, 


John  Sterne, 
S.  Ward, 
Ed.  Clark, 

C.  L.  Brooks. 


8282  00 


A.  H.  Dumont, 
A.  Bush, 
I.  Smith, 
C   G.  Perry, 


William  Brownell,  T.  C.  Dunn, 
William  Gilpin,  Joseph  B.  Weaver, 

School  Committee. 


260  Newport. 

There  apparentl}-  exists  no  full  series  of  State  report?,  even  at  the 
office  of  the  Commissioner  of  Education  ;  and  the  early  reports  moreover 
gave,  in  respsct  to  local  school  systems,  only  the  statistics,  and  not  always 
even  those.  The  full  report  of  the  Newport  school  committee  appears 
for  the  first  time  in  the  State  report  issued  January,  1856  ;  and  there  are 
similar  local  reports  in  the  State  reports  for  January,  1861,  1864,  1865 
and  1866  ;  since  which  time  the  Newport  reports  have  been  annually 
printed  in  pamphlet  form,  for  the  use  of  the  citizens. 

Going  back  to  the  earliest  of  the  aboVe  reports,  we  shall  find  that  in 
April,  1855,  there  were  in  Newport  873  public  school  pupils  distributed 
among  17  schools,  these  being  taught  by  22  teachers.  There  were  two 
high  schools,  four  grammar,  (two  of  these  having  an  intermediate  depart- 
ment,) two  intermediate  and  seven  primary;  besides  separate  primary 
and  grammar  schools  for  colored  children.  The  receipts  were  $9,729.25, 
leaving  a  deficit  of  $696.28.  The  school  committee  recommended  a  city 
appropriation  of  $10,000,  instead  of  $6,500  as  before. 

At  that  time  the  Farewell  street  school-house  had  been  for  some  time 
in  use,  having  been  built  about  1833,  while  that  on  Clarke  street  had 
been  built  in  1852.  No  others  remain  to  us  of  the  school-houses  of 
that  day.  The  Thames  street  building  w:ts  finished  in  1860  ;  those  on 
Willow  street  and  Edward  street  and  the  Parish  school  -  house  in 
1863  ;  that  on  Cranston  street  in  1867,  the  Coddington  in  1870,  and  the 
Rogers  high  school  in  1873.  It  has  just  been  voted  (April,  1876)  to  erect 
a  new  brick  school-house  on  or  near  Broad  street. 

The  high  school  seems  to  have  undergone  a  varied  and  fluctuating 
existence,  having  been  originally  established  under  that  name ;  then 
reduced  for  economy,  to  a  "  senior  department "  of  the  grammar 
schools;  then  reorganized,  in  1863,  as  a  high  school,  the  sexes  being 
separated;  then  consolidated  into  a  a  mixed  school"  in  1864-5;  then 
expanded,  in  1873,  by  the  aid  of  the  munificent  Rogers  bequest,  to  its 
present  proportions. 

With  the  consolidation  of  the  high  schools  into  one,  there  came  a 
general  movement  to  unite  the  sexes  where  this  had  not  been  previously 
done;  and  there  has  not  been,  for  ten  years,  a  separate  school  in  the 
town,  for  either  sex,  at  the  public  expense.  So  entire  has  been  the  suc- 
cess of  this  change  th:tt  there  never  has  been  any  movement  to  revoke 
it,  nor  has  there  been  so  much  as  a  petition,  from  an\T  source,  to  that  effect. 

Another  important  change,  that  occurred  about  the  same  time,  was 
the  introduction  of  individual  ownership  of  school  books  in-tead  of 
theii  being  supplied  by  the  city,  as  previously.  This  met  with  some 
opposition,    but  there    has    never   been    the    slightest   effort    to   revive 


Course  of  Study.  261 

the  earlier  plan.  Precisely  the  same  occurred  in  regard  to  the  abandon- 
ment of  separate  schools  for  colored  children,  which  was  effected  in  1865i 
before  the  passage  of  the  State  law  on  the  subject. 

The  most  important  event  in  the  history  of  our  schools  was,  however, 
the  introduction  of  the  school  superintendency.  This  office  was  created 
in  18G5,  the  first  incumbent  being  Rev.  M.  J.  Talbot.  He  was  suc- 
ceeded, after  one  year,  by  F.  W.  Tilton,  Esq.,  since  principal  of  the 
Rogers  high  school.  He  effected  a  great  work  in  the  grading  and 
elevation  of  the  schools  ;  a  work  industriously  carried  on  by  his  successors, 
A.  D.  Small,  Esq.,  and  T.  II.  Clarke,  Esq. 

Course  of  Study. 

The  schools  are  now  graded  as  follows  :  primary,  intermediate  or  secondary, 
grammar,  and  high.  There  are  three  grades  primary,  two  intermediate,  and  four 
grammar,  making  with  the  high  school,  10  grades.  The  course  pursued  in  the 
various  grades  is  as  follows  : — 

Tenth  Grade. 

To  be  admitted  to  this  grade  a  child  must  be  Ave  years  old. 

Reading.  Alphabet  and  simple  words  from  blackboards  and  word  cards ; 
formation  of  words  and  sentences  by  the  use  of  the  composing  stick ;  printing 
on  slate  and  blackboards,  and  reading  in  Analytical  First  Reader.  Counting  from 
1  to  100  by  use  of  abacus  and  objects  prepared  for  the  purpose. 

Writing  and  reading  numbers  containing  two  figures,  and  addition  of  num- 
bers below  10. 

Drawing.  Definitions  of  lines,  angles,  triangles,  drawing  them  and  naming 
when  drawn  by  the  teacher,  drawing  lines  of  different  lengths,  as,  one  inch,  two 
inches,  five  inches,  etc.  Cultivation  of  perception  in  regard  to  form  and  size  of 
objects. 

Music.  Rote  singing.  Use  of  National  Chart  No.  1.  Oral  lessons  on  general 
topics  daily. 

Ninth  Grade. — Second  Primary. 

Beading.  Analytical  Second  Reader  completed,  and  Third  Reader,  same  series, 
taken  up. 

Special  points :  expresssion,  clear  enunciation ;  distinct  utterance;  interest  or 
enthusiasm. 

A  thorough  comprehension  of  the  lesson.  Exercise  never  prolonged  to 
weariness. 

{The  above  points  apply  to  all  grades.) 

Writing  and  reading  numbers  below  one  hundred.  Addition  and  subtraction 
of  units  and  tens.  Tables  of  addition,  and  subtraction  written  upon  blackboard 
involving  the  9  digits.  Simple  examples  in  mental  arithmetic.  Exercises  on 
slate,  and  oral  lessons  as  in  previous  grade. 

Drawing.  Free  hand  from  copy  on  cards,  enlarged  on  slates ;  dictation  and 
memory  drawing;  definitions  of  lines,  angles,  etc. 


262  Newport. 

Music.  Sounds,  long  and  short;  idea  of  measure;  development  of  measure ; 
beating  and  counting  measures  ;  rests,  long  and  short ;  the  scale  ;  the  staff.  G 
cleff  and  six  sounds  of  G  scale.  Singing  by  note,  using  pitch  names ;  idea  of 
pitch ;  names  of  notes  ;  signs  ;  beating  time ;  component  parts  of  scale. 

Eighth  Grade. — Primary. 

Analytical  Third  Reader  completed.  Questions  on  lessons ;  analysis  of  same ; 
general  information. 

Spelling.  Words  from  reading  lessons,  Worcester's  Elementary  Speller, 
selections  of  words  in  common  use,  names  of  trees,  flowers,  articles  of  manu- 
facture and  commerce,  and  implements  of  industry.  Use  of  capital  letters, 
name  and  use  of  each  of  the  following  points  :,;:.?! 

Arithmetic.  Thorough  drill  on  first  two  processes  involving  numbers  of  first 
period.  In  next  two  processes  with  easy  numbers ;  multiplication  table, 
measures  of  weight,  value,  capacity,  extension,  time.  Eaton's  Primary  Arith- 
metic completed.  Analysis  of  examples  involving  dollars  and  cents,  making 
change,  etc. ;  examples  constructed  by  pupils. 

Geography.  Cornell's  First  Steps.  Form,  size,  motions  of  the  earth;  compo- 
nent parts;  natural  divisions;  definitions;  examples;  naming  those  seen; 
location  of  natural  divisions ;  points  of  the  compass ;  political  divisions  of 
North  America — physical  divisions,  mountain  systems,  river  systems — formation 
of  river  systems. 

New  England  States  ;  outline;  capitals;  occupation  of  inhabitants.  Agricul- 
ture, manufactures,  commerce,  defined  and  examples  given.     Oral  lessons. 

Writing.  Duntonian  Writing  Primer  No.  1.  Thorough  drill  on  method  of 
holding  the  pencil,  requiring  the  letters  to  be  made  by  the  movement  of  the 
fingers  rather  than  by  the  movement  of  the  hand;  tracing  copy;  formation  of 
letters  in  marked  spaces ;  drill  on  curves ;  word  tracing  and  the  writing  of 
words. 

Drawing.  Practice  same  as  in  previous  grade,  with  thorough  drill  on  lines, 
angles,  and  definitions  of  the  same  together  with  the  formations  of  right  line 
figures.     Occasional  attempts  at  designs. 

Music.  Primary  Music  Reader.  Review  of  previous  grade.  Key  of  C.  Middle, 
uiper  and  lower  scale,  the  chromatic  scale,  ascending  and  descending;  singing 
by  note,  using  syllables  through  several  keys  for  cultivation  of  voice ;  signs  for 
ending,  repeating,  and  abbreviation  used  in  common  music. 

Seventh  Grade. — Second  Intermediate. 

Beading.  Analytical  Intermediate  Reader.  Thorough  drill  in  expression  as 
in  previous  grades ;  emphasis ;  pauses ;  inflections.  Analysis  of  lessons ; 
general  information,  etc. 

Spelling  as  in  previous  grades,  words  from  lessons — speller  and  words  in 
common  use. 

Arithmetic.  Work  of  previous  grades  reviewed.  Thorough  drill  in  writing 
and  reading  numbers  of  three  periods,  and  in  addition  and  subtraction.  Con- 
struction of  examples.  Primary  arithmetic  completed.  Mental  arithmetic  to 
accompany  the  written. 


Course  of  Study.  263 

Geography.  Thorough  review  of  previous  grade.  Motions  of  the  earth — 
what  they  cause  :  why  ;  mathematical  geography  ;  climate ;  plants  ;  animals  ; 
races  of  men  ;  conditions  ;  occupations.     General  outline. 

Writing.     Duntonian  Freehand  Series,  No.  1. 

Drawing.  Free  hand  from  copy  on  cards  to  be  enlarged ;  blackboard 
exercises  ;  dictation  and  drawing  from  memory  ;  definition  of  plane  geometry ; 
simplest  forms  of  designs,  combining  previously  drawn  forms  to  form  new 
designs. 

Marie.  Review  of  previous  grades.  Thorough  drill  in  science  of  music — 
Key  of  C.     Time  ;  movements  ;  one  part  finished. 

Sixth  Grade. — First  Intermediate. 

Beading  and  Spelling,  from  the  whole  of  First  Intermediate  Reader.  Thorough 
drill  in  analysis  and  spelling;  practice  on  combination  of  consonant  sounds. 
Use  of  capital  letters  and  punctuation  marks.  Dictation  exercises.  Lessons  in 
Language.     Construction  of  sentences. 

Written  Arithmetic  to  reduction.  Thorough  drill  in  general  principles  with 
practical  applications.  Roman  notation ;  principles ;  uses ;  review  of  tables, 
weights,  measures,  etc.,  class  exercise  on  blackboard.  Mental  arithmetic  to 
correspond  with  the  above. 

Geography.  Warren's  Primary,  through  the  United  States.  Oral  lessons  on 
general  topics. 

Writing.     Duntonian  Freehand  Series,  No.  2. 

Drawing  Work  of  previous  grade  advanced,  blackboard  dictation  and 
memory  drawing,  and  simplest  form  of  designs. 

Music.  Practice  singing  at  sight  in  key  of  C.  Ascending  and  descending 
forms  of  chromatic  scale  explained.  Science  of  music.  Thorough  drill  in 
definitions,  reading  music,  use  of  terms,  and  writing  measures. 

Fifth  Grade. — Fourth  Grammar. 

Beading.  Analytical  Fourth  Reader ;  Exercises  in  phonic  analysis.  Exercises 
in  concert  for  elocutionary  drill.  Thorough  understanding  of  the  lessons- 
General  information  on  various  topics. 

Arithmetic.  Reduction;  definitions;  measures  of  value,  weight,  capacity, 
extension,  surface  or  area,  volume,  time,  and  circular.  The  difference  and  uses 
of  measures  of  weight  and  capacity.  Thorough  drill  in  examples  involving  the 
above.  Examples  prepared  by  pupils.  Mental  arithmetic  to  accompany  the 
written  through  the  various  processes.  Drill  on  general  principles;  relation  of 
numbers,  factoring,  greatest  common  divisor  and  least  common  multiple. 

Grammar.  Language.  Sentence  making,  principal  parts  of  a  sentence,  modi- 
fiers ;  parts  of  speech,  properties,  examples,  sentences  involving  examples, 
dictation  exercises,  use  of  capitals  and  punctuation  marks ;  drill  on  definitions ; 
number  of  nouns,  gender,  elements  of  parsing,  drill  from  reading  book. 

Geography.  Thorough  review  of  preceding  work;  climate,  races  of  mankind, 
conditions  of  society ;  productions  of  different  zones ;  government,  different 
forms ;  most  preferable,  analysis  of  republican  form ;  United  States,  state,  city, 
town,  district.  Mathematical  geography.  Political  geography — North  America 
and  its  divisions. 

Writing.     Duntonian  Freehand  Series,  Nos.  3  and  L 


264  Newport. 

Drawing.  Freehand  from  copy,  using  Walter  Smith's  Intermediate  Drawing 
Book,  Nos.  land  2—  exercises  as  in  previous  grades  ;  definitions  of  plane  geometry ; 
design. 

Music.  Key  of  G.  Reading  at  sight.  Blackboard  exercises  and  drill,  com- 
position.    First  Transposition. 

Fourth  Grade. — Third  Grammar. 

Beading,  with  exercises,  as  in  fourth  grade. 

General  Information.     Familiar  science,  etc. 

Written  and  Mental  Arithmetic  through  common  and  decimal  fractions.  Thor- 
ough drill  in  analysis  of  principles.     Work  of  previous  grades  reviewed. 

Geography,  Warren's  Common  School.  Plants — distribution,  uses,  food,  cloth- 
ing, medicine,  other  uses.  Animals — distribution,  most  useful,  classification. 
Inhabitants — races  of  mankind,  condition,  occupations.  Minerals — distribution, 
most  useful,  etc.  Study  to  include  general  outline  and  political  division  of  North 
and  South  America  and  part  of  Europe.     General  information. 

Grammar,  construction  of  easy  sentences,  sentences  containing  parts  of  speech 
having  certain  properties;  compound  sentences,  complex;  corrections  of  false 
syntax  ;  dictation  exercises,  composition. 

Writing  in  writing  books  Nos.  I  and  5  and  other  drill,  twenty  minutes  daily. 

Drawing.     Same  as  in  previous  grades,  advanced. 

Music.  First  and  second,  third  and  fourth  transposition  by  sharps.  Drill  on 
terms,  signs,  abbreviations  and  musical  composition.  Singing  at  sight,  keys  of 
G,  D  and  E. 

Third  Grade.— Second  Grammar. 

Beading.  Analytical  Fifth  Reader ;  particular  attention  to  variety  of  expres- 
sion, occasional  recitations  and  declamations,  elocutionary  drill,  spelling  from 
reader  and  speller;  words,  selections,  etc.     Words  defined. 

Written  and  Mental  Arithmetic  through  denominate  numbers,  United  States 
money ;  duodecimals,  longitude  and  time,  percentage  to  exchange.  The  pupil 
to  be  familiar  with  business  forms,  principles  of  interest  and  discount  and  to 
construct  examples  involving  principles  of  any  of  the  preceding  rules.  Thorough 
analysis  of  problems  required. 

Course  in  geography  completed  at  the  end  of  second  quarter.  History  of 
United  States  taken  up  at  the  beginning  of  third  quarter. 

Grammar.  Construction  of  sentences  as  in  previous  grades.  Thorough  drill 
in  syntax,  and  analysis  of  simple  sentences.  Dictation  exercises,  composition, 
general  information. 

Writing  daily.  Writing  books,  Duntonian  Freehand,  Nos.  5  and  G,  and  general 
exercises  on  paper,  notes,  letters  and  other  drill. 

Drawing.  Freehand  from  copy  in  book  No.  4,  plane  and  geometrical  drawing. 
Analysis  of  forms,  definitions,  design. 

Music.  Transposition,  four  keys,  singing  at  sight,  key  of  F,  E  flat,  B  flat,  A 
flat.     Musical  composition  in  the  above  keys.     Review  of  definitions,  terms,  etc. 


Course   of  Study.  265 

Second  Grade. — First  Grammar. 

Beading.  Analytical  Fifth,  Sixth  and  other  readers.  Thorough  drill  in  artic- 
ulation, enunciation,  and  analysis.     Elocutionary  drill,  recitation,    declamation. 

Arithmetic,  through  mensuration  of  surfaces  and  solids.  The  pupil  to  be 
thoroughly  acquainted  with  general  principles,  powers  of  numbers,  and  able  to 
construct,  solve  and  analyze  problems  under  any  process  in  common  or  high 
school  arithmetic.  To  be  thoroughly  acquainted  with  business  forms,  concise 
and  most  approved  methods  of  discount ;  construction  and  discussion  of  notes  ; 
exchange,  reason  of  different  rates,  etc.,  partnership  and  companies  and  other 
organizations,  involving  capital  or  stock ;  dividends  ;  assessments  ;  measurements 
of  lumber ;  walls  of  a  house ;  areas  of  triangles,  circles  and  other  geometrical 
figures.     A  thorough  analysis  of  the  principles  of  arithmetic. 

Grammar.  Analysis  and  construction  of  sentences,  simple,  compound  and 
complex,  etc.  Dictation  exercises,  composition,  etc.  English  grammar  completed. 

Writing.  Nos.  7  and  8  of  freehand  series,  daily  drill  in  writing  books  or  on 
paper.  Exercises  in  arithmetic,  grammar,  etc  ,  to  be  marked,  taking  penman- 
ship into  account. 

History  of  United  States  completed.  Study  of  the  constitution  of  the  United 
States.     State  constitution,  etc. 

Drawing.  Freehand  drawing  from  copy  in  book;  blackboard,  dictation  and 
memory  drawing,  alternating  with  the  freehand;  model  and  object  drawing; 
also  definitions  of  plane  and  solid  geometry,  and  design. 

Music  Singing  and  reading  music  in  any  key.  Three  parts,  chords,  triads, 
common  chords  of  fifth,  fourth,  second,  sixth  and  third  degrees.  Harmonies 
in  the  various  keys,  definitions,  terms,  etc.,  musical  composition  in  any  key. 

FIRST  GRADE. -HIGH  SCHOOL. 

Junior  Class. 

English  History;  Hitchcock's  Anatomy  and  Physiology;  Ilarkness'  Latin 
Grammar,  coarse  print;  Ilarkness'  Latin  Reader,  40  pages;  Bradbury's  Algebra, 
187  pages  ;  Otto's  French  Grammar,  part  I ;  Translation  of  "  Mere  Michel  et  son 
Chat ;  "  Book-keeping,  (no  text  book)  ;  English  composition,  reading,  drawing, 
vocal  music. 

Second  Middle  Class. 

Bradbury's  Geometry,  plane;  Ganot's  Physics,  with  constant  use  of  apparatus  ; 
Ilarkness'  Latin  Header  completed,  grammar  continued;  Caesar's  Gallic  war, 
four  books  ;  Otto's  French  Grammar,  part  II,  to  lesson  XVIII ;  translation  of 
"  Le  Conscrit,"  exercises  in  conversation;  English  composition,  elocution, 
drawing,  vocal  music;  in  the  classical  department  students  commence  Greek  at 
the  middle  of  this  year ;  Goodwin's  Greek  Grammar ;  Xenophon's  Anabasis  com- 
menced; two  extra  recitations  per  week  in  Latin.  Students  taking  Greek  may 
drop  philosophy  or  part  of  the  work  in  French,  at  their  option.  In  the  scien- 
tific department,  students  who  desire  to  enter  a  scientific  school  at  the  end  of 
their  third  year,  will  be  allowed  to  take  extra  work  in  mathematics. 

First  Middle  Class. 

French  History ;  Ancient  History  ;  Roscoe's  Chemistry ;  Eliot  and  Storer's  Man- 
ual of  chemistry,  used  in  the  laboratory;  Gilman's  English  Literature,  with  study 


266  Newport. 

of  choice  selections;  Cicero,  four  orations;  Virgil's  iEneid,  books  I,  II,  and  VI; 
Otto's  French  grammar  finished;  exercises  in  conversation;  translation  of  "La 
Poudre  aux  Yeux,"  "  Athalie  ;  "  Otto's  German  Grammar  to  lesson  XXVI ;  En- 
glish composition,  elocution,  drawing,  vocal  music.  In  the  classical  depart- 
ment three  extra  recitations  per  week  in  Latin;  Sallust's  Catiline;  three  ora-. 
tions  of  Cicero  ;  Goodwin's  Greek  Grammar ;  Xenophon's  Anabasis,  three  books  ; 
Latin  composition;  Ancient  History.  Students  taking  this  course  are  allowed 
to  omit  the  work  assigned  for  this  year  in  French,  German,  English  Literature 
and  French  history.  In  the  scientific  department,  students  are  allowed  to  sub- 
stitute extra  work  in  mathematics  for  parts  of  the  regular  course. 

Senior  Class. 

Astronomy  by  lectures,  with  frequent  use  of  the  telescope ;  Eliot  and  Storer's 
Chemical  Analysis,  pursued  in  the  laboratory ;  Bradbury's  Trigonometry;  Bot- 
any; English  Literature — critical  study  of  parts  of  the  writings  of  Milton,  Shak- 
speare  and  Goldsmith;  also  of  extracts  from  Chaucer  and  other  writers  of  early 
English;  Abercrombie's  Intellectual  Philosophy;  Moral  Philosophy,  by  lectures; 
Mrs.  Fawcett's  Elements  of  Political  Economy  ;  Rhetoric,  by  lectures ;  transla- 
tion of  "  Les  Doigts  de  Fee;"  one  of  Moliere's  plays;  exercises  in  French  con- 
versation ;  translation  of  a  part  of  the  Odes  of  Horace  ;  Otto's  German  Grammar 
completed;  translation  of  Eigensinn ;  two  acts  of  Wilhelm  Tell ;  English  com- 
position, drawing,  elocution,  vocal  music.  In  the  classical  department,  substi- 
tutions are  made  for  all  the  above  work,  except  English  composition,  elocution, 
and  music,  as  follows: — Virgil,  iEneid  continued,  Eclogues  ;  Cicero's  orations 
continued;  Xenophon's  Anabasis  continued;  Homer's  Iliad,  three  books;  Greek 
and  Latin  composition;  Ancient  Geography  and  History;  review  of  mathematics, 
and  of  Latin  and  Greek  authors.  In  the  scientific  department,  students  are  al- 
lowed to  substitute  extra  work  in  mathematics  for  parts  of  the  regular  course. 
The  requirement  for  admission  to  the  Junior  class  is  the  ability  to  pass  a  satis- 
factory examination  in  arithmetic,  English  grammar,  geography,  United  States 
history  and  spelling. 

There  is  one  feature  of  the  course  of  study  tor  the  high  school,  as  given 
above,  to  which  especial  attention  is  called.  A  portion  of  every  class 
leaves  the  school  before  the  beginning  of  the  second  year,  and  the  num- 
ber is  farther  reduced  before  the  beginning  of  the  third  year.  It  is  very 
important  that  each  scholar's  connection  with  the  school  shall  be  a  source 
of  direct  and  lasting  benefit  to  him,  be  the  period  long  or  short.  With 
this  end  in  view,  the  strictly  practical  and  disciplinary  studies  have  been 
very  evenly  distributed  throughout  the  four  years.  There  is  no  point  in 
this  course  at  which  it  can  be  fairly  said  that  a  pupil,  leaving  the  school 
at  that  point,  has  spent  his  time  upon  studies  valuable,  in  the  main,  only 
aspreparatoiy  to  higher  work. 


HISTORICAL     S  K  K  T  C  II 

OF  THE 

REDWOOD     LIBRARY     AND     ATHENAEUM. 

By  David  King,  M.  D. 


Among  the  causes  of  American  civilization,  the  formation  of  early 
colonial  libraries,  naturally  occupies  a  prominent  place.  The  early 
libraries  were  connected  with  the  churches,  or  with  the  universities,  or  were 
formed  by  associations  of  gentlemen  in  the  different  colonies.  Among 
the  former,  the  society  for  the  propagation  of  the  gospel  in  foreign  parts, 
undoubtedly  effected  much  for  the  general  enlightenment  of  the  colonies 
by  the  distribution  of  books  and  tracts,  and  by  the  establishment  of 
Libraries  in  connection  with  the  principal  Episcopal  churches. 

Thus,  from  1702  to  1728  that  society  had  distributed  among  the 
inhabitants  of  the  colonies  above  eight  thousand  volumes  of  books,  and 
above  one  hundred  thousand  small  tracts  of  devotion  and  instruction. 
The  other  churches  and  the  various  colleges  03-  their  libraries  must  have 
likewise  contributed  to  promote  the  early  intellectual  and  moral 
improvement  of  the  people.  Indeed  the  best  portion  of  English  litera- 
ture, in  that  age,  was  presented  to  the  American  mind,  and  grasping  it, 
as  it  did  with  eagerness,  all  its  powers  were  quickened  b}'  the  learning 
and  senilis  of  the  mother  country. 

Among  the  libraries  that  accomplished  a  good  work  for  American 
civilization  was  the  Redwood  Library,  founded  in  1747,  at  Newport* 
Rhode  Island.  Its  members  had  formed  an  association  for  literary 
purposes  in  1730  under  the  auspicies  of  Bishop  Berkley,  who  resided  at 
Newport  from  1729  to  1731.  The  association  gradually  aspired  to  the 
formation  of  a  library  company.     In    1747,  through   the   generosity  of 


268  Newport. 

Abraham  Redwood,  Esq.,  there  was  placed  at  their  disposal  the  large 
sura  of  £500  sterling  for  the  purchase  of  standard  books  in  London. 
From  Henry  Collins,  Esq.,  they  received  an  appropriate  building  site 
for  their  libraiy,  then  called  Bowling  Green.  For  the  erection  of  a 
library  building  five  thousand  pounds  were  almost  immediately  sub- 
scribed by  one  hundred  gentlemen,  who  constituted  the  association. 
The  library  building,  which  was  a  beautiful  specimen  of  the  Doric  order, 
was  begun  in  1748,  and  completed  in  1750,  from  a  plan  furnished  by 
Peter  Harrison,  Esq.,  the  assistant  architect  of  Blenheim  house,  Eng- 
land. While  the  libraiy  was  in  process  of  building,  the  catalogue 
which  had  received  much  careful  consideration  from  its  members,  was 
transmitted  to  London,  where  with  a  few  alterations  by  Peter  Collinson, 
Esq.,  it  was,  immediately,  at  the  full  cost  of  £500  sterling,  purchased. 
In  1750,  it  had  arrived  and  was  placed  on  the  shelves  of  the  library,  and, 
was  generally  considered  b}'  American  scholars  as  the  finest  collection 
of  works  on  theology,  histoiy,  the  arts  and  sciences,  at  that  time  in  the 
American  colonies.  An  examination  of  the  statistics  of  American 
libraries,  shows,  that  the  Redwood  Library  stands  in  the  front  ranks, 
as  a  colonial  libraiy,  which,  from  the  first,  was  endowed  with  a  charter 
of  incorporation,  possessed  of  an  appropriate  and  well-designed  libraiy 
building,  and  furnished  with  books,  that  involved  the  expenditure  in 
London,  of  a  larger  sum  of  mone}r,  than,  had  at  any  time  previously, 
been  transmitted  from  an}-  of  the  colonies,  for  that  purpose.  It  would 
be  interesting  to  give  here,  the  catalogue  of  the  English  and  classical 
works  which  were  deemed  at  that  time,  a  complete  and  well-appointed 
libraiy — did  space  permit  our  so  doing.  The  names  of  the  liberal 
founders  of  the  Redwood  Libraiy — a  colonial  one,  at  an  early  period  of 
our  civilization,  should  at  least  be  preserved.* 

The  beneficial  influences  of  this  libraiy  in  colonial  times,  must  have 
been  great.     The  Rev.  Dr.  Ezra  Stiles  has  acknowledged  his  indebted- 

*  Abraham  Redwood,  Rev.  James  Honyman,  Edward  Scott,  Simon  Pease,  Thomas 
Moffatt,  M.  I).,  John  Brett,  M.  D.,  William  Paul,  John  Charming,  Jahleel  Brenton,  David 
Cheeseborough,  William  Vernon,  John  Brown.  Daniel  Updike,  Daniel  Ayrault,  Jr., 
Abraham  Borden,  Henry  Collins,  Joseph  Jacob,  Samuel  Rodman,  Samuel  Wickham, 
Thomas  Ward,  Josias  Lyndon,  Peter  Bours,  Charles  Wickham,  John  Easton,  Joseph 
Sylvester,  Thomas  Wickham,  John  Tillinghast,  Joseph  Harrison,  Clark  Rodman  M.  D., 
Rev.  William  Vinal,  Walter  Rodman,  M.  I).,  James  Honyman,  Jr.,  Samuel  Ward,  Rev. 
John  Callender,  John  Bennet,  Joseph  Scott,  Ebenezcr  Gray,  M.  D.,  Joseph  Phillips, 
Benjamin  Hazard,  Rev.  James  Searing,  Samuel  Vernon,  Benjamin  Wickham,  John 
Gardner,  Jonathan  Nichols,  Stephen  Wanton,  Patrick  Grant. 

November  4,  P>47.  Gideon  Wanton,  Joseph  Wanton,  Joseph  Whipple,  Jr.,  William 
Ellery,  Walter  Chaloner,  Jonathan  Thurston,  Samuel  Holmes,  Godfrey  Malbone,  Jr. 
Charles  Bowler,  Gideon  Cornell,  Robert  Crooke,  John  Collins,  John  Dennis,  Abraham 
Hart,  Matthew  Robinson,  Wiiliam  Dunbar,  John  Chaloner,  John  Jepson. 


Redwood  Libkary  269 

ness  to  it  for  his  useful,  curious,  and  recondite  hearing.  It  was  from 
this  library  that  he  furnished  himself  with  armor  for  the  gre*,t  and 
growing  contest  in  American  colonies.  The  late  Dr.  William  Ellery 
Channing,  saj-s  of  him.  "  To  the  influences  of  this  distinguished  man, 
in  the  circle  in  which  I  was  brought  up,  I  ma}*  owe  in  part,  the  indigna- 
tion which  I  feel  towards  every  invasion  of  human  rights.  In  m\T 
earliest  }*ears  I.  regarded  no  one  with  equal  reverence."  A  similar 
auspicious  influence,  on  the  character,  intelligence  and  public  spirit  of 
the  town,  on  her  rising  statesmen,  her  liberal  merchants,  her  cultured 
scholars  and  her  able  lawyers,  must  be  attributed  to  the  Redwood  library. 
It  should  likewise  be  recollected  that  it  attracted  many  of  our  literary 
men  in  the  English  colonies,  who  availed  themselves  of  its  treasures, 
while  enjoying  the  delights  of  our  climate.  From  the  Carolinas,  from 
the  West  Indies,  from  New  York  and  Boston,  they  came  here  as  to  a 
paradise  on  earth  to  replenish  their  stock  of  health  and  their  stores  of 
knowledge,  ere  the}T  returned  to  their  native  climes.  "  The  library 
of  Rhode  Island  though  built  of  wood,"  says  a  fellow  of  Trinity  College, 
Dublin,  who  passed  his  youth  at  Newport  before  the  revolution,  in  the 
"  still  air  of  delightful  studies,"  was  a  structure  of  uncommon  beauty. 
I  remember  it  with  admiration,  and  I  could  once  appeal  to  the  known 
taste  of  an  old  school-fellow  (Stuart  the  painter)  who  had  the  same  feel- 
ing towards  it." 

From  1778  to  1785  the  tumults  of  war  interrupted  the  meetings  of  the 
librar\T  company,  while  the  town  was  occupied  successively  by  the 
English,  the  American  and  the  French  forces. 

The  libraiy  undoubtedly  suffered  some  losses  by  the  occasional 
purloining  of  books,  but  considering  its  exposed  position,  from  the  dis- 
persion and  occupation  of  its  natural  guardians,  it  was  remarkably 
preserved  from  injury  and  depredation.  But  at  the  close  of  the  war  it 
was  discovered  that  many  of  the  books  were  missing  from  the  shelves, 
that  the  building  and  fences  had  fallen  into  deca}* ;  that  in  consequence 
of  death  or  removal  from  the  State,  thirty-three  members  and  proprietors 
onl}r,  were  left  to  manage  the  aflfaiis  of  the  compaiy,  and  to  cany  out 
the  generous  and  noble  intentions  of  its  founder  and  of  its  other  gener- 
ous benefactors.  With  a  view  to  restore  the  institution,  an  able  com- 
mittee was  appointed  in  September,  1785,  to  apply  to  the  legislature  for 
a  renewal  of  the  charter.  They  were  not  successful  till  October,  1790, 
when  the  charter  was  renewed,  and  still  farther  amended  in  May,  1791. 

In  September,  1806  it  was  resolved  to  apply  to  the  legislature  for  a 
lottery  to  raise  three  thousand  dollars,  and  for  the  admission  of  thirty 
new   members   on   paying   twenty-five   dollars  each  for  a  share   in   the 


270  Newport. 

libraiy.  On  the  13th  of  March,  1810,  the  compan}7  adopted  a  success- 
ful measure  for  the  revival  of  the  institution,  in  the  admission  of  so 
many  new  members,  on  the  payment  of  fifteen  dollars  each,  as  should 
carry  the  whole  number  of  proprietors  to  one  hundred.  This  number 
was  long  considered  as  fulfilling  Mr.  Redwood's  ideal  of  a  library  com- 
pany. In  October,  1810,  the  proprietors  appointed  a  committee  con- 
sisting of  William  Hunter,  Benjamin  Hazard,  Edmund  Waring,  David 
King,  William  Marchant  and  John  L.  Boss,  Jr.,  to  prepare  an  address, 
and  to  present  the  same  to  the  public,  for  the  purpose  of  obtaining 
donations  of  books  to  the  library.  This  direct  appeal  to  the  public 
contributed  to  revive  the  interest,  already  directed  towards  the  Library, 
and  to  encourage  the  spirit  of  liberality  now  re-awakened  by  the  example 
of  generous  and  high-minded  individuals. 

In  January,  1810,  James  Ogilvie,  Esq.,  a  great  rhetorician  of  that 
da}',  visited  the  town  and  delivered  several  lectures  on  the  advantages 
of  public  libraries,  which  contributed  essentially  to  awaken  the  public 
to  the  claims  to  the  Redwood    Library  on  their  generosity  and  support. 

In  1813  Solomon  Southwick,  Esq.,  of  Alban}T,  gave  to  the  library 
one  hundred  and  twenty  acres  of  land  in  the  State  of  New  York,  for 
the  purpose  of  advancing  the  institution,  and  thereby  perpetuating  the 
memory  of  Henry  Collins,  Esq.,  one  of  its  principal  founders. 

In  1834  Abraham  Redwood,  Esq.,  of  Dorset  Place,  Marylebone, 
England,  being  desirous  of  promoting  the  institution  founded  by  his 
honored  grandfather,  gave  to  the  company,  the  homestead  estate, 
situated  in  Newport  which  he  inherited  from  his  father  Jonas  L.  Red- 
wood, Esq.  Through  the  instrumentality  of  Robert  Johnston,  Esq., 
the  public  records  of  England,  as  far  as  then  published  consisting  of  84 
volumes,  viz.  :  72  large  folios  and  12  octavos  were  presented  by  the 
British  government.  It  is  to  be  regretted  that  the  volumes  subsequently 
published  have  not  been  obtained  by  the  libraiy. 

In  1837,  Baron  Ilobbing,  a  distinguished  banker  of  Paris,  who  was 
connected  by  marriage  with  the  Redwood  family,  presented  to  the  com- 
pany 1,000  francs  for  the  restoration  of  the  building. 

In  1840  the  honorable  Christopher  G.  Champlin  bequeathed  to  the 
compan}*  100  dollars  and  some  valuable  books. 

In  1844,  the  library  company  received  from  Judah  Touro,  Esq.,  of 
New  Orleans,  (a  native  of  Newport),  the  gift  of  2,000  dollars,  which 
sum  according  to  the  wish  of  the  donor,  was  appropriated  to  the  repairs 
of  the  portico  of  the  building  and  to  the  laying  of  a  sidewalk  in  East 
Touro  street  from  the  library  building  to  the  corner  of  Ka}^  street.  Mr. 
Touro  at  his  death   in  1854,  left  a  bequest  of  three  thousand  dollars  to 


Redwoqd  Library.  271 

■ 

promote  the  interests  of  the  institution.  The  Centennial  Anniversary 
of  the  incorporation  of  the  Redwood  Library  company  was  celebrated 
August  24,  1847  by  the  delivery  of  an  able  and  eloquent  discourse  by 
the  Hon.  William  Hunter,  and  by  an  appropriate  and  beautiful  poem  by 
the  Rev.  Charles  T.  Brooks. 

In  September,  1855,  it  was  resolved  to  promote  the  usefulness  of  the 
institution  by  increasing  its  resources,  viz. :  by  the  sale  of  four  hun- 
dred new  shares  at  twenty-live  dollars  a  share  for  the  purpose  of  enlarg- 
ing the  library  building,  increasing  the  number  of  books,  attaching  a 
reading  room  to  the  Library,  and  opening  it  daily  to  the  public.  A  circu- 
lar was  prepared  by  Dr.  King,  the  president,  exhibiting  the  condition 
and  resources  of  the  institution  and  presenting  the  proposed  plan  for 
improving  the  Redwood  Library  and  Athenaeum,  and  the  terms  of 
admission  to  its  present  and  prospective  privileges. 

In  January,  185G,  the  charter  was  amended,  so  that  the  compan}'  were 
enabled  to  elect  from  the  members,  at  the  annual  meetings,  a  president 
and  eleven  directors,  instead  of  Jive  directors,  as  formerly.  In  1861,  an 
additional  act  was  passed  by  the  legislature,  authorizing  the  corporation, 
annually,  to  elect  a  vice-president,  and  not  exceeding,  eight  additional 
directors.  In  January,  18G7,  an  act  was  adopted  by  the  legislature, 
allowing  the  Libraiy  company  to  issue  "  preferred  "  shares,  and  to 
increase  the  number  of  directors  to  twent}'-five.  It  was  not  till  Septem- 
ber, 1858,  that  the  whole  stock  of  new  shares  was  taken.  It  is  not 
more  than  just  to  mention  with  praise  the  zeal  and  energy  of  the  Hon. 
"William  C.  Cozzens  and  on  this  occasion  the  liberality  of  subscriptions 
of  Messrs.  Charles  H.  Russell,  Edward  King,  William  S.  Wetmore 
Sidney  Brooks  and  James  Lenox.  The  whole  subscription  was  highly 
creditable  to  all  the  proprietors  who  then  participated  in  increasing  the 
power  and  resources  of  the  institution.  With  these  funds,  the  directors 
proceeded  to  enlarge  the  building,  preserving  as  far  as  possible  the 
original  design  of  Mr.  Peter  Harrison,  the  first  architect.  By  the 
aid  of  Mr.  Snell,  of  Boston,  the  architect,  they  were  enabled  to  add  a 
principal  room,  fifty  feet  long,  twenty-eight  feet  wide  ami  nineteen  feet 
high,  lighted  by  six  windows  on  the  north  and  south  facades  and  Iry  an 
octagonal  dome,  or  lantern  light,  the  whole  beautifully  frescoed,  supplied 
with  gas  lights  and  warmed  by  a  furnace.  The  room  for  books  was  still 
further  increased  by  the  extension  of  the  original  wings  and  try  central 
openings  into  the  old  Library  room.  The  corporation  also  expended  in 
the  purchase  of  valuable  books  about  4,000  dollars  with  the  assistance 
of  Joseph  G.  Cogswell,  Esq.,  of  the  Astor  Library.  They  added  a 
gallery  of  paintings,  being  enabled  to  enrich  the  gallery,  b}T  the  munifi- 


272  Newport. 

cent  donation  of  Charles  B.  King,  Esq.,  a  native  of  Newport  with 
upwards  of  200  valuable  paintings,  many  of  them  by  his  own  hand,  and 
some  by  other  distinguished  artists.  In  the  gallery  of  pictures  are  to 
to  be  found  paintings  given  by  David  Melville,  Miss  J.  Stuart,  Mrs. 
Catharine  Allen,  Usher  Parsons,  M.  D.,  Augustus  N.  Littlefield,  C.  H. 
Olmstead,  of  New  Haven,  Russell  Coggeshall,  George  C.  Mason, 
William  N.  Mercer,  M.  D.,  and  John  Purssord,  Esq.,  of  London.  The 
library  building  was  opened  to  the  public  in  Jul}T,  1859. 

In  the  winter  of  1859-CO  an  inaugural  discourse  on  the  advan- 
tages of  public  libraries  was  delivered  by  the  Hon.  Geo.  G.  King,  presi- 
dent of  the  institution,  who  was  followed  bj-  various  gentlemen,  in  a 
course  of  free  lectures  instituted  at  that  period  by  the  directors. 

In  18C0  was  presented  to  the  Library  by  Sidney  Brooks,  Esq.,  a 
valuable  collection  of  French  books,  illustrative  of  art  and  military  life, 
embracing  a  donation  of  eighty-one  volumes — 3  folios,  3  quartos  and 
75  octavos. 

A  donation  was  presented  by  the  Hon.  David  Sears,  consisting  of 
seven  volumes  quarto  of  Plymouth  colony  records  ;  G  volumes  quarto  of 
Massachusetts  records,  and  eighteen  volumes  octavo  of  Massachusetts 
Historical  Societ}'  collection.  Also  by  James  Lenox,  Esq  ,  his  privately 
printed  copy  of  the  "Opusculum  de  Insulis  Nuper  lnventis"  by  Nicolaus 
Lyllacius,  first  published  in  1494.  Also  was  presented  by  John  Purssord 
of  London,  a  portrait  of  Abraham  Redwood,  the  grandson  of  the 
founder. 

In  August,  18G2,  twenty  pictures  were  received  from  the  executor 
of  the  estate  of  Charles  B.  King,  Esq.,  in  addition  to  a  donation  of 
forty-two  made  b}T  Mr.  King  the  year  before.  Also  a  specific  donation 
of  the  Library  of  Charles  B.  King,  Esq.,  consisting  of  391  volumes  of 
books,  of  which  31  volumes  arc  illustrated  works  ;  14  volumes  of  bound 
engravings  of  various  sizes  from  large  quarto  to  large  folio.  Also  three 
portfolios  of  unbound  engravings.  Also  Mr.  King  bequeathed  to  the 
Redwood  Library  one-quarter  of  the  residuary  portion  of  his  estate, 
real  and  personal. 

In  18G4,  it  was  announced  by  the  President,  the  Hon.  George  G. 
King,  that  the  whole  sum  received  by  Library  from  the  late  Charles 
B.  King,  Esq.,  was  in  cash,  $8,913.70;  the  whole  sum  being  paid  in 
18G3  and  18G4.  And  that  in  addition  to  this  sum  must  be  added,  the 
estimated  value  ot  books,  engravings  and  paintings — the  mere  inventory 
price  of  which  was  $2,000.  Among  the  donations  received  this  year, 
were  two  hundred  and  nine  volumes  of  the  best  authors,  from  James 
Lenox,  Esq.,  some  of  these  are  rare  reprints  relating  to  the  early  history  of 


Redwood  Library.  273 

our  country.  From  the  widow  of  Dr.  Benjamin  Waterhouse,  the  bequest 
of  the  portrait  of  her  late  husband  and  the  portrait  of  Gilbert  Stuart  the 
artist,  both  Iry  Stuart,  were  received. 

In  April,  1865,  Dr.  William  I.  Walker,  a  temporary  resident  of  New- 
port, left  the  generous  bequest  of  ten  thousand  dollars  to  the  library. 
This  year  the  Clarke  estate  was  purchased  for  the  sum  of  fifteen  thousand 
dollars,  toward  the  purchase  of  which  the  library  received.  8500—  the 
generous  gift  of  Alfred  Smith,  Esq. 

In  1867,  cork  models  of  the  coliseum,  models  of  the  fragments  of  two 
Roman  temples,  and  a  model  of  the  arch  of  Constantine,  all  from  the 
estate  of  Miss  Sarah  Gibbs,  were  presented  through  the  instrumentality 
of  lion.  W.  C.  Gibbs,  administrator. 

Iu  1868,  Mr.  Charles  IT.  Russell  and  Mr.  II.  Hoppin,  presented  plans 
for  the  enlargement  of  the  Library  edifice,  as  devised  by  Mr.  R.  II. 
Hunt.  In  1869,  Dr.  David  King,  in  behalf  of  Miss  Elizabeth  F. 
Thomas  and  other  descendants  of  Peter  Harrison,  Esq.,  the  first  archi- 
tect of  the  Kedwood  Library,  presented  the  portraits  of  Mr.  Harrison 
and  his  wife 

In  1863,  Mr.  Edward  King  had  offered  his  valuable  collection  of  statuaiy 
to  the  Library,  on  condition  that  a  suitable  place  should  be  provided  for 
it.  This  year,  he  consented  to  place  the  statuaiy  in  the  Library  build- 
ing ;  hoping  that  more  room  would  be  given  when  the  building  should 
be  enlarged.  The  subjeets  are  copies  in  marble  from  the  antique,  of  the 
"  D}Mng  Gladiator,"  and  the  busts  of  the  "  Venus  of  Milo,"  "  Ariadne," 
"Demosthenes,"  "  Cicero,"  and  the  "Young  Marcellus," — all  being  the 
work  of  Paul  Akers  ;  also  an  original  work  by  James  Mozier,  the  "  Ameri- 
can School-boy."  The  president  and  eighteen  members  raised  at  this 
time,  $1,600  to  pay  off  a  debt  of  the  institution. 

Hon.  George  G.  King,  the  president,  at  his  death,  July  17,  1870, 
left  the  Society  a  bequest  of  one  thousand  dollars,  to  constitute  a  part 
of  the  permanent  fund  for  the  purchase  of  books.  In  December,  1869, 
through  Henry  Ledyard,  Esq.,  the  Library  received  two  noble  offers 
from  George  W.  Gibbs,  Esq.  ;  first,  that  if  the  Directors  would  raise  by 
subscription  the  sum  of  five  hundred  dollars  for  the  purchase  of  books, 
he  would  subscribe  five  hundred  dollars  more.  Whereupon  in  the  course 
of  1870,  twenty-five  individuals  subscribed  nine  hundred  and  fifty  dollars, 
which,  added  to  Mr.  Gibbs'  five  hundred  made,  a  fund  of  $1,450  for  the 
purchase  of  books.  The  second  proposition  was,  that  if  the  Library 
would  raise  by  subscription  ten  thousand  dollars  for  enlarging  the  build- 
ing, he  would  contribute  an  additional  ten  thousand  dollars. 
18 


274  Newport. 

In  1871,  the  Library  received  a  benefaction  from  Mrs.  Maria  D'Wolf 
Rogers,  consisting  of  three  thousand  dollars'  worth  of  rare  and  valuable 
books,  and  a  special  fund  of  one  thousand  dollars,  the  income  to  be  used 
onlj'  for  the  purchase  of  books.  The  benefaction  is  to  be  perpetually  held 
as  a  memorial  of  the  late  Robert  Rogers,  Esq.,  of  Bristol.  It  was  an- 
nounced that  Edward  King,  Esq.,  the  executor  of  the  late  Hon.  George 
G.  King,  had  paid  over  the  legacy  in  full,  and  that  it  had  been  invested 
in  the  savings  bank  as  the  nucleus  of  a  book  fund.  Twenty-eight  shares 
had  been  converted  into  $100  shares,  the  holders  surrendering  the  $25 
shares,  and  paying  in  cash,  $75  each,  and  four  shares  were  taken  by  new 
parties,  at  $100  each.  Seven  of  the  "  preferred  "  shares  had  been  taken 
in  the  previous  years. 

During  the  year  1872,  two  special  shares  were  taken  at  $100  each, 
and  fourteen  were  taken  by  original  shareholders,  on  the  payment  of 
sevent\T-fi  ve  dollars  and  a  surrender  of  a  present  twenty-five  dollar  share, 
thus  making  the  special  share  fund  on  deposit  in  the  savings  bank 
$4,075.  The  Gibbs  building  fund  was  made  up  this  }'ear,  and  placed 
in  the  Trust  Company  on  deposit,  the  whole  sum  being  $20,025.  Wil- 
liam Sanford  Rogers,  Esq.,  of  Boston,  a  native  of  Newport,  left  a  bequest 
of  four  thousand  dollars,  the  income  to  bj  applied  to  the  purchase  of 
books. 

In  1874,  a  generous  bequest  of  $5,000  was  left  to  the  library  by  John 
Carter  Brown,  Esq.,  as  a  librae  fund.  The  library  companj'  adopted 
this  year  a  plan  presented  by  George  C.  Mason,  architect  for  the  en- 
largement of  the  building.  The}'  appointed  C.  II.  Russell,  Sidney  Brooks, 
and  John  T.  Bush,  Esqs.,  the  building  committee  to  superintend  the 
erection  of  the  new  structure.  The  master  builders,  Perry  G.  Case  & 
Co.,  contracted  to  have  the  new  building  constructed  of  stone  and 
brick,  and  to  have  it  completed  by  December  1,  1875,  according  to  the 
plans  and  specifications,  for  which  purpose    $25,000  were  appropriated. 

In  1875,  Mrs.  Lucy  K.  Tuckerman  presented  to  the  Library  the 
works  of  the  late  Henry  T.  Tuckerman,  Esq.,  also  a  framed  photograph 
of  Mr.  Tuckerman.  These  volumes,  enclosed  in  a  casket  of  ebon}7  and 
cedar,  will  be  perpetually  preserved  in  the  library  in  memory  of  that 
accomplished  scholar  and  good  man.  During  this  year,  the  society 
seem  to  have  Inen  saddened  and  appalled  by  the  frequent  demise  of 
many  of  their  prominent  friends  ;  among  whom  were  John  Carter  Brown, 
Robert  H.  Ives  and  Edward  King. 

From  1861  to  1875,  inclusive,  the  additions  to  the  Library  have  been 
constant  and  numerous,  ranging  each  year  from  four  hundred  to  fifteen 
hundred  volumes,  besides  many  pamphlets.     During  these  fifteen   years 


Redwood    Library.  275 

the  total  acquisitions  have  been  nearly  twelve  thousand  volumes,  for  the 
larger  portion  of  which,  by  far,  the  Library  stands  indebted  to  generous 
donors,  prominent  among  whom  are  Messrs.  Robert  H.  Ives,  James  T. 
Rhodes,  George  A.  Uammett,  David  Sears,  Sidney  Brooks,  James 
Lenox,  Henry  Ledyard,  J.  Carter  Brown,  R.  C.  Winthrop,  George  Cal- 
vert, J.  R.  Bartlett,  William  Hunter,  E.  D.  Morgan,  H.  B.  Anthony  and 
T.  A.  Jenckes. 

During  these  years,  also,  valuable  and  interesting  additions  have  been 
made  to  the  art  treasures  of  the  Library,  including  statuary,  paintings 
and  engravings.  The  paintings  are  mostly  portraits  of  persons  having 
either  a  local  or  national  fame,  thus  rendering  the  gallery  one  of  rich 
historical  interest. 

In  the  early  part  of  the  }~ear  1876,  the  new  structure  of  stone  and 
brick  was  completed.  It  furnishes  an  admirable  room  for  library  and 
gallery  purposes,  30  feet  wide,  by  48  feet  long,  and  thirty  feet  high  ;  and 
a  room  on  the  south,  17  feet  by  22  feet,  for  the  use  of  the  directors.  Thus 
ample  room  is  supplied  for  pictures,  statuary,  and  library  purposes  for 
many  years  to  come.  The  whole  structure  ma}'  be  considered  as  classi- 
cal and  ornate  ;  and  though  planned  by  three  successive  artists,  has  been 
made  to  conform  as  much  as  possible  to  the  design  of  the  original  archi- 
tect. The  library  company  has  expended  $31,696.03,  to  which  sum 
must  be  added  the  subsequent  expenses  of  re-arranging  the  gallery  and 
library,  of  repairing  the  fences  and  of  ornamenting  the  grounds,  and 
now  offers  to  the  public  admirable  galleries  of  painting  and  sculpture  ;  and 
a  library  of  twenty-one  thousand  volumes,  many  of  them  costly  works, 
and  the  rare  acquisitions  of  generations  of  growth. 

We  have  traced  in  few  and  brief  words,  the  career  of  one  of  the  oldest 
institutions  in  the  country.  The  liberality  of  individuals  has  sustained 
it  through  periods  of  adversity  and  prosperity,  through  changes  in  politi- 
cal and  social  life,  and  vicissitudes  in  the  fortune  and  character  of  indi- 
viduals and  families.  From  the  beginning  to  the  present  time,  the  Red- 
wood Library,  always  from  the  first,  highly  respectable  in  the  public  eye, 
has  gradually  increased  in  true  power  and  in  growing  adaptation  to  the 
wants  and  necessities  of  the  communit}-.  It  is  now  placed  on  a  firm 
foundation,  with  ample  means  of  progressive  improvement.  It  sprung 
at  first  almost  full  armed,  from  a  period  of  great  commercial  prosperit}\ 
It  is  associated  with  our  first  attempts  in  America  at  culture  and  schol- 
arship, with  early  recollections  of  learning  and  piety,  and  with  splendid 
memories  that  ma}T  never  die.  Whatever  may  be  its  position  and  re- 
sources in  the  future,  it  can  never  forget  the  debt  it  owes  to  the  thought- 


276 


Newport. 


fulness,  the  learning  and  the  intelligence  of  the  past.     We  conclude  with 
a  list  of  the  presidents  from  1747  to  1876 


Abraham  "Redwood, 
Henry  Ma  reliant, 
William  Vernon, 
John  Bours, 
Jonathan  Easton, 
Robert  Stevens, 
David  King, 
Audley  Clarke, 
George  G.  King, 
William  Hunter, 
David  King, 
George  G.  King, 
William  C  Cozzens, 
Henry  Ledyard, 
Edward  King, 
Francis  Brinley, 


om  1747  to  1788. 

"  1791  to  1796 

"  1790  to  1801 

"  1801  to  1809 

"  1809  to  1813 

"  1813  to  1830 

"  1830  to  183G 

"  1836  to  1844 

"  1844  to  184G 

"  184G  to  1849 

"  1849  to  1859 

"  1859  to  1870 

"  1870  to  1872 

"  1872  to  1874 

"  1874  to  1875 

"  1875  to  187G 

Errata.—  On  page  2G9,  for 
read  "  Hottinguer." 


hearing  "  read  "  learning."    On  page  270,  for  "  Robbing,' 


THE    PEOPLE'S    LIBRARY. 


Mr.  Christopher  Townsend,  while  in  the  prime  of  life  and  in  the 
enjoyment  of  his  usual  health,  conceived  the  purpose  of  appropriating 
a  considerable  share  of  the  property  which  he  had  acquired  by  his 
industry,  and  saved  by  his  prudence,  to  objects  of  public  charity. 
He  first  gave  liberally  to  The  Association  of  Aid  for  the  Aged,  and  then 
provided  and  endowed  A  Home  for  Friendless  Children. 

Aware  of  the  benefits  received  by  General  Greene  from  books  bor- 
rowed of  Dr.  Stiles,  and  that  Channing  "  studied  theolog^y  in  the  Red- 
wood Library  without  an  instructor,"  he  resolved  to  establish  a  Free 
Library  for  the  benefit  of  the  people  of  this,  his  native  cit}\ 

He  matured  his  plan  after  years  of  deliberation,  and  finalhT  devoted 
upwards  of  fifty  thousand  dollars  of  his  fortune  in  carrying  that  plan 
into  effect. 

With  this  sum  he  purchased  and  fitted  up  the  substantial  edifice  which 
contains  the  library,  and  selected  and  purchased,  with  rare  discretion 
and  judgment,  seven  thousand  volumes  of  standard  books. 

With  a  modesty  only  surpassed  by  his  generosit}'  and  public  spirit,  he 
has  declined  to  have  his  name  in  any  way  associated  with  the  name  of 
the  charity  which  he  has  thus  established.  Fie  has  donated  the  library 
to  the  use  of  the  people  of  Newport,  has  given  it  their  name,  and  has 
enjoined  upon  the  trustees  whom  he  has  charged  with  carrying  his 
charit}-  into  effect,  to  see  to  it  that  the  Library  is  made  what  its  name 
denotes,  The  People's  Library  and  nothing  else.  While  Mr.  Townsend 
was  deliberating  upon  the  project  of  founding  the  The  People's  Library, 
other  charitably  disposed  persons,  by  generous  and  disinterested  efforts, 
(aided  somewhat  by  Mr.  Townsend,)  became  incorporated  for  the  pur- 
pose of  establishing   a   free  library.     They  leased  a  room  and  gathered 


278  Newport, 

a  miscellaneous  collection  of  books,  containing  some  three  thousand 
volumes,  which  they  magnanimously  turned  over  to  thecustod}'  of  "  The 
People's  Library,"  thus  making  with  the  volumes  donated  b}T  Mr.  Town- 
send  a  collection  of  about  ten  thousand  volumes. 

Ample  provisions  have  been  made  for  regular  additions  to  the  librar}-, 
and  at  the  present  time  the  whole  number  of  volumes  is  over  sixteen 
thousand. 

As  an  evidence  of  the  need  of  such  an  institution,  and  also  of  its 
appreciation  by  those  for  whose  benefit  it  was  founded,  the  report  of  the 
librarian  for  the  past  year  shows  that  the  whole  number  of  volumes 
circulated  within  that  time  was  29,995. 


SKETCHES 


OF    THE 


f^oaW$  otf  sjfU/c^ioK 


TOWNS 


f  ODE  ISLAND. 


BARRING  TON. 

By  Isaac  F.  Cady, 
Superintendent  Tublic  Schools. 


The  first  settlers  of  the  present  town  of  Barrington  brought  with  them 
the  true  Puritan  spirit  on  the  subject  of  education.  Coming,  as  they 
did  flora  Plymouth  and  neighboring  towns  in  Massachusetts,  the  picture 
of  the  school-house  standing  in  the  shadow  of  the  church  held  a  vivid 
place  in  their  imaginations,  and  served  as  a  powerful  incentive  in  the 
moulding  of  their  social  character  and  civil  polity.  Hence  the  establish- 
ment of  "  a  godl}'  ministry  "  and  an  efficient  arrangement  for  the  edu- 
cation of  the  young  was  a  subject  which  received  their  early  and  earnest 
attention. 

Soon  after  obtaining  from  the  Indians  a  deed  of  "  Sowams  and  parts 
adjacent,"  they  proceeded  to  set  apart  certain  lands  called  pastors'  and 
teachers'  lands,  the  proceeds  of  which  were  to  aid  in  the  support  of  the 
ministry  and  the  schools.  The  deed  referred  to,  bears  the  date  of 
March  29,  1G53,  and  is  signed  by  Ousamequin,  generally  known  as  Mas- 
sasoit,  and  his  son  Wamsetto.  This  is  supposed  to  be  the  last  deed 
signed  by  Massasoit,  who,  to  the  last,  remained  an  unwavering  and 
invaluable  friend  to  the  early  settlers  of  New  England. 

The  lands  obtained  under  this  deed  were  held  by  the  purchasers  under 
the  [title  of  proprietors.  They  embraced  the  present  towns  of  Somerset 
and  Swansea  in  Massachusetts,  and  of  Warren  and  Barrington  in 
Rhode  Island,  all  of  which  were  originally  included  in  the  town  of  New 
Swansea,  which  was  established  by  the  court  of  New  Plymouth  in  the 
year  16G7.  The  history  of  Barrington,  is  therefore  included  in  that  of 
Swansea  until  it  became  a  separate  town  in  1717. 


282  Barring  ton. 

"In  1673,  this  town  voted  to  establish  a  school  for  the  'teaching 
of  grammar,  rhetoric,  and  the  tongues  of  Latin,  Greek  and  Hebrew, 
also  to  re*.d  English,  and  to  write.'  " 

Its  first  teacher  was  Rev.  John  Myles,  a  native  of  Wales.  He  was  a 
Baptist  clergyman,  and  is  represented  as  the  ablest  and  most  successful 
preacher  in  his  country  ;  but  he  was  virtually  compelled  to  become  an 
exile  1)3T  the  acts  which  followed  the  restoration  of  1662.  He  emigrated 
to  America,  and  came  to  Swansea,  where,  at  a  salary  of  "  fort}'  pounds 
per  annum,"  he  rendered  services  in  the  capacit}'  of  both  minister  and 
teacher  until  the  breaking  out  of  King  Philip's  war  in  1675. 

From  this  humble  school  one  pupil  entered  Harvard  College,  and 
graduated  with  the  degree  of  A.  M.  in  1684.  He  afterwards  became 
rector  of  King's  Chapel,  Boston,  where  he  remained  during  a  period  of 
forty  years. 

Among  the  successors  of  Rev.  Mr.  Myles,  as  teacher,  we  find  the 
names  of  Jonathan  Bosworth,  engaged  at  a  salary  of  £18  per  annum, 
in  the  year  1698,  and  of  Mr.  John  Devotion  in  1702,  at  a  salary  of 
£12,  u  current  money  of  New  England,  to  be  paid  quarterly,  and  the 
town  to  pa^'  for  his  diet ;  and  they  also  allow  him  £20  to  be  paid  by 
the  town  for  the  keeping  of  his  horse."  In  1709  he  was  re-engaged  for 
a  term  of  six  years.  His  services  proved  so  satisfactory  that  the  select- 
men were  authorized  to  engage  him  for  an  additional  period  of  twenty 
years,  "  to  teach  our  youth  to  read  English  and  Latin,  and  cipher  as 
there  may  be  occasions."  The  school  was  to  be  kept  five  months  each 
year,  and  he  was  required  "diligently  and  steadily"  to  attend  to  his 
duties.  He  can  hardly  have  completed  this  long  term  of  service,  since, 
in  1722,  u  the  select  men  were  authorized  to  see  that  the  town  be  pro- 
vided with  a  schoolmaster  to  teach  to  read,  write  and  arithmetic,  for 
four  months  from  the  first  of  November."  Twenty  pounds  were  raised 
in  1723,  to  pay  a  Mr.  Andrews  for  twelve  months'  teaching.  In  1724, 
twenty-five  pounds  were  raised  for  the  payment  of  the  teacher's  wages 
for  one  year.  John  Webber  was  school-master  in  1729  and  1730.  For 
this  last  year  his  wages  were   five   pounds  per    month  for  nine  months. 

With  occasional  interruptions,  one  or  more  schools  have  been  main- 
tained at  public  expense,  from  the  last  named  date  until  the  present. 
The  schools  were  somewhat  itinerant  in  character,  being  maintained  for 
a  series  of  months  in  one  quarter  of  the  town,  and  then  removed  to 
another  for  the  purpose  of  furnishing  equal  chances  for  improvement  to 
the  youth  in  all  parts  of  the  town. 

I  have  not  been  able  to  ascertain  the  precise  date  of  the  division  of 
the  town  into  districts.     It  was    probably    made    soon    after    the   final 


1844—1875.  283 

separation  of  the  town,  in  1770,  from  Warren,  with  which  it  had  been 
blended  in  1747  by  the  formation  of  the  town  of  Warren  from  a  portion 
of  Rehoboth  and  Swansea,  in  Massachusetts,  and  the  whole  of  Barring- 
ton  in  Rhode  Island.  The  original  number  of  three  districts  remained 
unchanged  until  1873,  when,  owing  to  the  increase  of  population  in 
Drownville  and  vicinity,  a  fourth  district  was  formed  to  accommodate 
the  citizens  in  that  quarter  of  the  town. 

The  buildings  in  which  the  schools  were  kept  belonged  to  individuals, 
and  were  held  by  joint  ownership.  I  think  no  buildings  were  owned  by 
districts  previous  to  1840.  The  best  of  the  older  school  buildings,  that 
in  the  first  district,  was  transferred  to  the  district  b}r  its  proprietors  in 
184G. 

It  is  a  well-known  fact  that  Rhode  Island  was  tardy,  compared  with 
the  other  New  England  States,  in  establishing  an  efficient  S3'stem  of 
public  schools.  It  was  not  until  what  may  be  called  the  awakening  of 
1843  that  the  subject  received  a  degree  of  general  attention  at  all  pro- 
portioned to  its  importance.  The  movement  then  inaugurated  in  the 
State  Legislature  by  the  Hon.  Wilkins  Updike,  and  the  appointment  of 
Hon.  Henry  Barnard,  as  school  commissioner  of  the  State,  b}r  Governor 
Fenner,  lie  at  the  foundation  of  nearly  all,  in  the  history  of  public 
schools  in  our  State  at  large,  that  can  be  reviewed  with  any  high  degree 
of  satisfaction.  Since  that  period,  no 'friend  of  education  in  our  State 
need  be  ashamed  of  the  progress  made  and  the  success  that  has  been 
achieved. 

Of  this  movement,  Barrington  was  one  of  the  first  to  reap  the  advan- 
tage. Two  new  school  buildings  were  soon  erected,  and  a  third  was 
repaired  and  refitted.  The  new  building  in  the  second  district  was  one 
of  the  best  of  its  grade  in  New  England.  Its  furniture  and  fixtures 
were  after  the  best  models  of  the  time.  Through  the  efforts,  chiefh',  of 
two  members  of  the  district,  the  school  was  furnished  with  an  excellent 
library  of  five  hundred  volumes,  which,  in  connection  with  other  influ- 
ences, ushered  in  an  era  of  unwonted  success. 

A  comparison  of  a  few  items  in  the  statistics  of  the  town  in  1844 
with  those  of  1875  will  throw  some  light  upon  the  progress  of  the 
cause  of  education  during  the  intervening  period. 

In  1844,  the  population  of  the  town  was  549  ;  the  number  of  children 
under  fifteen  years  of  age,  188  ;  the  aggregate  value  of  property  in  the 
town,  $310,733  ;  the  amount  expended  for  public  schools,  $241.56,  of 
which  $115- was  raised  by  taxation. 

In  1875,  the  population  of  the  town  was  1,185  ;  the  number  of  chil- 
dren under  fifteen  years  of  age  332  ;  the  aggregate  value  of  property  in 


2S4  Barring  to>~. 

the  town.  -S1.494.S05  ;  the  amount  expended  for  public  schools, 
61.501.93.  of  which  SI. 107. 55  was  raised  by  taxation. 

From  this  comparison  it  will  be  seen  that  the  amount  expended  for 
each  pupil  in  1875  is  more  than  three  times  as  great  as  in  1844.  The 
difference  arises  chiefly  from  two  sources  ;  first,  from  an  increased  length 
of  the  schools,  and  second,  from  the  increased  compensation  of  teachers. 

Within  the  last  two  years,  two  new  school  buildings  have  been  erected 
at  an  expense  of  neaily  $8,000  each.  These  are  very  complete  in  all 
their  appointments.  The  school-rooms  are  large  for  the  number  of 
pupils  to  be  accommodated,  are  supplied  with  elegant  furniture  and 
fixtures  and  with  ample  means  for  warming  and  ventilation  :  and. 
what  is  a  matter  of  primary  importance,  with  a  separate  seat  and  desk 
for  each  pupil. 

During  the  last  year  the  schools  have  been  under  the  charge  of 
specially  faithful  and  eompetent  teachers.  Two  of  these  are  graduates 
of  our  State  Normal  school,  and  a  third,  of  the  Normal  school  in  Bridge- 
water.  Massachusetts.  The  fourth,  although  not  a  graduate  of  any 
Normal  school,  is  doing  excellent  service  in  the  school  where  she  is 
employed. 

For  several  years,  ladies  have  been  almost  exclusively  employed  as 
teachers  in  our  schools,  and  have  won  a  measure  of  success  which  con- 
firms the  wisdom  of  their  employment. 

During  the  last  five  years,  a  private  school  has  afforded  an  opportunity 
for  pupils  to  pursue  an  advanced  course  of  study  at  a  moderate  expense. 
During  this  period  upwards  of  one  hundred  pupils  in  the  town,  have 
been  in  attendance  for  periods  varying  from  a  single  term  to  five  years. 
Four  have  graduated  to  enter  college,  three  have  pursued  a  course  of 
study  in  our  State  Normal  school,  and  one  is  at  present  a  teacher  in 
the  Normal  school  in  New  Hampshire. 


BRISTOL. 

By  Eleaxoe  R.  Lutitee. 


The  history  of  the  public  schools  of  Bristol,  as  of  most  New  Eng- 
land towns,  dates  almost  as  far  back  as  the -history  of  the  town 
Indeed,  for  the  first  half  century  or  so,  the  most  conspicuous  items  in 
its  annals  are  the  minister  and  the  school-master,  the  ••  meetinsc-house  " 
and  the  school.  The  irrepressible  school-master  appears  at  every  con- 
ceivable point:  sometimes  leading  the  van  of  the  whipping-post  and 
stocks,  sometimes  bringing  up  the  rear  of  a  procession  of  •'  Gun- 
powder. Lead.  Flints.  Muskets.  Drum-  and  Colors  "—like  the  citizens 
and  strangers  in  a  Fourth  of  July  parade,  with  this  difference,  that  he 
was  always  there,  and  they  are  usually  not. 

On  the  14th  of  September,  1680,  John  Waller,  Nathaniel  Bvfield, 
Nathan  Oliver  and  Stephen  Burton,  bought  of  Josiah  Winslow,  Thomas 
Hinckley  and  William  Bradford,  the  tract  of  land  known  as  Bristol,  for 
£1,100.  This  tract  included  the  two  peninsulas,  Bristol  Neck  and 
Poppa-quash,  lying  between  Taunton — now  Mount  Hope— Bay  on  the 
east,  and  Xarragansett  Bay  on  the  west,  and  extending  from  Bris 
Ferry  some  six  miles  to  the  _   I  ier  with  a  few  small  islands  in  the 

vicinity,  of  which  the  one  at  the  mouth  of  the  harbor,  long  known  as 
"  Hog  Island,"  but  now  by  its  more  musical  Indian  name  ••  Chessa- 
wanock,"  is  the  largest.  This  island  is  now  part  of  the  town  of 
Portsmouth. 


286  Bristol. 

The  first  town  meeting  of  the  newly  erected  borough  was  held  Novem- 
ber 10,  1681.  At  the  fourth  town  meeting,  held  September  7,  1G82,  the 
following  vote  was  passed  : 

kt  Voted,  That  each  person  that  hath  Children  in  town  readjT  to  go  to 
School  shall  pay  3d.  the  week  for  each  Child's  Schooling  to  a  School  master, 
and  the  Town  by  Rate  according  to  each  Rateable  Estate  shall  make  the 
wages  amount  to  twenty-four  pounds  the  year.  The  Select  Men  to  look 
out  a  Grammar  School  master  and  use  their  endeavour  to  atain  five 
pounds  of  the  Cape  Mone}'  granted  for  such  an  end." 

In  accordance  with  this  vote,  Mr.  Samuel  Cobbitt  was  engaged  to  take 
charge  of  the  school.  A  house-lot,  ten  acre  lot  and  "  commonage " 
were  bought  for  the  use  of  the  "  school-master,"  as  he  is  invariably 
called.  Mr.  Cobbitt  held  his  position  from  1685  to  1694.  From  time 
to  time  during  this  period  of  nine  3-ears  he  appears  as  constable,  rater 
of  estates  and  grand  juryman.  In  1694  a  committee  appointed  for  that 
purpose  agreed  with  Mr.  Josiah  Hervey  to  the  effect  that  he  would  take 
the  position  left  vacant  b}r  Mr.  Cobbitt.  His  salary  was  fixed  at  £25, 
and  he  was  to  have  whatever  benefit  might  accrue  from  the  school  land, 
which  wras  to  be  considered  his  by  virtue  of  his  office.  It  is  to  be  feared 
that  during  his  first  3'ear  of  service,  this  added  nothing  to  his  regular 
salary,  for  it  was  not  until  August,  1695,  that  Mr.  Cobbitt  appeared 
before  the  town  meeting,  and  then  and  there  "  did  renounce  "  his  office 
and  the  school  property. 

Mr.  Hervey's  stay  among  the  youth  of  the  town  seems  to  have  been 
short,  for  it  stands  recorded  that  in  1699  Mr.  Easterbrooks  was 
"re-elected"  school-master  with  a  salary  of  £30.  Part  of  this  was  to  be 
paid  by  the  scholars  themselves,  u  3d.  a  week  for  reading  and  writing, 
and  4d.  for  Latin  ;"  the  remainder  to  be  made  up  by  the  town.  Towards 
the  end  of  this  }*ear,  it  was  thought  desirable,  on  account  of  the  increase 
of  inhabitants  on  the  outskirts,  to  divide  the  town  into  two  school  dis- 
tricts, the  "  North  Creek,"  over  which  the  town  bridge  now  stands, 
being  the  dividing  line.  The  success  of  this  plan  depended  upon  Mr. 
Easterbrooks's  willingness  to  "  condescend  to  be  and  abide  with  Mr. 
Allen  or  thereabouts,"  one-third  of  the  year  and  the  remainder  of  the 
year  in  town.  This  proposal  met  an  absojute  and  uncompromising 
refusal  from  Mr.  Easterbrooks,  and  the  plan  came  to  nothing  that  year. 
But  the  farmers  and  others  who  lived  north  of  the  bridge  complained 
that  they  paid  taxes  for  the  support  of  a  school  in  town,  and  yet  lived 
at  such  a  distance  from  it,  that  their  children  received  no  benefit  from  it. 
It  was  only  fair  that  they  should  have  a  school  of  their  own  at  least 
three  months  of  the  year.     So  effectual  were  their  representations,  that 


School    Lands.  287 

in  a  town  meeting  held  in  November,  1700,  a  vote  was  passed  that  £20 
should  be  given  to  that  part  of  the  town  south  of  North  Creek,  provided 
they  maintained  a  school,  or  in  the  quaint  phrase  of  the  town  records 
"improved  a  school-master"  eight  months  of  the  year,  and  £10  to  the  part 
north  of  the  North  Creek,  on  condition  that  they  "  improved  a  school- 
master "  four  months  of  the  year.  Either  part}*  failing  to  observe  this 
condition  was  to  forfeit  to  the  other.  Mr.  Easterbrooks  was  elected  to 
the  south  district  and  Mr.  Williams  to  the  north. 

In  1701  Mr.  Severs  succeeded  Mr.  Easterbrooks.  In  1702  steps  were 
taken  for  the  first  time  towards  the  erection  of  a  school-house  within 
the  limits  of  the  compact  part  of  the  town.  For  this  object  £20  were 
appropriated.  Previous  to  this  time,  the  school  had  been  taught  in 
private  rooms  hired  for  the  purpose,  the  town  records  showing  that  at 
various  times,  certain  sums  of  money  were  paid  for  -'  the  use  of  the 
west  lower  room  in  Mrs.  Wilkins  her  house,"  and  also  for  a  "  room  in 
Mr.  Berge  his  house."  It  is  by  no  means  clear,  however,  that  such  a 
school-house  was  built. 

Mr.  Severs  remained  until  1705,  and  was  succeeded  by  Mr.  Pease, 
who  in  his  turn  was  succeeded  by  Mr.  Samuel  flowland,  in  1709.  Mr. 
Rowland  proved  more  manageable  than  Mr.  Easterbrooks  in  the  matter 
of  "  abiding  at  Mr.  Allen's  or  thereabout."  He  taught  on  the  neck 
during  the  three  winter  months,  and  in  town  the  remainder  of  the  year. 
He  was  -'persuaded  to  tarry"  until  1712.  Upon  his  resignation  of 
office,  Mr.  Timothy  Fales  was  installed  '*  school-master."  The  total, 
expense  of  maintaining  the  town  government  at  this  time  was  £G0,  forty 
of  which  went  to  the  school-master.  Mr.  Howland  was  afterwards 
town  clerk  for  man}*  years. 

In  1714  Mr.  By  field,  "  for  and  in  consideration  of  a  due  regard  which 
he  had  for  the  advancement  of  learning  and  good  education,"  conveyed 
to  John  Nutting,  who  was  the  teacher  of  the  grammar  school  at  that 
time,  for  the  use  of  the  schools  forever,  certain  land  known  ever  since 
as  the  "  school  lands."  These  are  in  four  lots  or  parcels  ;  a  lot  lying 
between  Church  and  By  field  streets  and  extending  west  of  High  street 
to  the  estate  of  the  late  John  Hoard  ;  a  lot  at  the  east  of  the  town, 
bounded  on  the  west  by  the  old  burying  ground  and  the  estate  of  the 
late  Leonard  Waldron,  on  the  north  by  State  street,  on  the  south  by  the 
Mount  road,  and  extending  east  as  far  as  the  property  of  Mr.  John 
Barney  ;  a  lot  between  State  street  and  Bradford  street,  extending  west 
from  Wood  street  one  hundred  and  sixty-five  feet ;  a  lot  on  the  main 
road  to  Warren.  A  part  of  this  land  was  rented  the  very  next  year, 
and  most  of  it  has   been  productive  of  more  or  less  income  ever  since, 


288  Bristol. 

much  of  it  being  at  present  leased  for  a  long  term  of  }rears.  For  a  very 
long  time  the  school  was  mainly  supported  by  this  income.  The  people 
were  never  taxed  directly  for  this  purpose  after  this  gift,  until  far  into 
the  present  century.  It  must  have  been  some  time  between  1830  and 
1840  that  the  committee  first  asked  for  a  special  appropriation  from  the 
town  for  the  support  of  the  school.  The  sum  asked  was  S500.  The 
request  was  grauted  without  difficulty.  Year  by  year  this  sum  has 
increased  with  the  growth  of  the  town  and  the  needs  of  the  schools. 
The  amount  received  from  the  rent  of  the  lands  was,  previous  to  this 
appropriation,  eked  out  in  various  ways.  In  1718  a  source  of  revenue  was 
developed,  in  allowing  certain  persons  to  keep  houses  of  entertainment 
on  condition  of  their  paying  certain  sums  of  money  for  the  benefit  of 
the  school.     These  licenses  varied  from  21s.  to  £4. 

In  1729,  the  school-master  was  instructed  to  receive  from  each  scholar 
4s.,  or  in  default  of  the  mone}',  which  was  not  always  easil}'  obtained,  its 
value  in  firewood.  The  mone}-  thus  raised  was  called  '»  wood  money." 
Whether  this  practice  of  carrying  "wood  mone}*"  was  kept  up  year 
after  year  cannot  be  determined,  but  it  certainly  was  a  common  one  in 
Captain  Noyes's  timet  Again,  in  1818,  a  vote  was  passed  that  all 
money  which  was  due  to  the  town  from  the  property  of  u  strangers 
deceased  and  actually  resident  in  the  town  "  should  be  for  the  increase 
of  the  school  fund.  By  this  act,  if  a  man  not  a  native  of  the  town  died 
and  loft  no  heirs,  his  property  was  devoted  to  school  purposes.  From 
time  to  time,  considerable  sums  came  into  the  treasury  in  this  way.  In 
the  same  year,  the  following  appears  on  the  records : 

"  Voted,  That  the  town  council  be  instructed  to  exact  a  reasonable 
sum  from  ail  persons  who  may  dance  the  Slack  rope  or  wire  or  perform 
an}'  feats  of  Activity,  or  exhibit  any  animal  or  Wax  figures  or  other  Shew 
in  this  town  who  exact  pay  from  their  spectators,  and  to  collect  double 
the  sum  exacted  in  case  an\-  Person  shall  presume  to  exhibit  without 
their  permission,  and  that  the  mone}r  arising  under  this  act  be  appro- 
priated to  the  support  of  free  schools." 

Still  again,  in  1832,  the  committee  was  instructed  to  demand  of  each 
scholar  a  small  sum  of  mone}-,  to  be  paid  before  he  could  be  entitled  to 
a  seat  for  the  term.  This  sum  was  not  to  exceed  twenty-five  cents,  and 
even  this  was  remitted  to  those  whose  parents  were  unable  to  pay  it. 
This  act  remained  in  force  until  18C7.  The  money  thus  obtained  was 
used  to  purchase  books,  paper,  and  such  other  articles  as  were  necessary 
for  the  use  of  the  scholars.  At  the  time  of  the  abolition  of  this 
practice,  this  sum  was  sufficient  to  suppl}'  all  the  books  and  stationery 
needed  in  the  schools.     Notwithstanding  that  this  source  of  revenue  has 


Free  Text  Books.  289 

ceased  to  be  available,  all  articles  of  this  kind  are  now  supplied  by  the 
town  without  any  expense  to  the  pupil,  so  that  a  scholar  may  go  the  whole 
course  from  the  first  year  in  the  primary  to  the  kist  year  in  the  High 
school,  without  the  direct  outlay  of  a  single  cent.  Our  schools  are  con- 
sequently precisely  what  their  name  purports,  free  schools.  Besides 
Bristol,  there  are  few,  if  any,  towns  in  New  England  where  the  members 
of  schools  are  not  expected  to  provide  their  own  books. 

In  the  year  1724,  it  was  "  ye  mind  of  ye  town"  to  settle  a  school- 
master for  a  term  of  years — to  take  a  lease  of  him,  as  it  were.  The 
time  fixed  upon  was  seven  }-ears,  the  salary  to  be  £50  if  he  was  single, 
sixty  if  married.  Mr.  Amos  Throope  was  invited  to  take  the  school 
and  was  persuaded  to  do  so  in  consideration  of  an  addition  of  £10  to 
the  salary  and  the  use  of  the  school  lands,  and  the  fathers  of  the  town 
breathed  freely  in  the  belief  that  that  business  was  off  their  hands 
for  seven  years  at  least.  But  alas  !  for  human  hopes,  in  seven  months 
Mr.  Throope  appeared  in  town  meeting  and  asked  a  release  from  his 
engagement,  having  received  a  call  to  the  work  of  the  ministry  in  Wood- 
stock. He  offered  to  accept  his  salary  at  the  rate  of  £50  a  year  in  view 
of  tiie  trouble  caused  by  his  withdrawal.  His  proposal  was  accepted, 
and  again  the  town  found  the  vexed  question  of  the  "  Grammar  school- 
master "  before  them.  All  along  the  early  history  of  the  schools,  there 
are  intervals  sometimes  extending  over  months,  between  the  going  of 
one  teacher  and  the  coming  of  the  next,  which  are  probably  to  be 
accounted  for  Irv  the  delay  unavoidabl}'  attendant  upou  the  filling  of  the 
vacancy.  Teachers  were  not  as  numerous  then  as  now,  communication 
between  distant  settlements  by  no  means  easy,  and  the  school  system 
not  so  elaborate  as  at  present,  when  a  vacancy  is  hardly  made  before  it 
is  filled.  It  was  in  January,  172G,  that  Mr.  Throope  retired  from  office, 
and  it  was  not  until  some  time  in  172S  that  his  successor  appeared  upon 
the  stage  of  action.  This  was  Mr.  John  Wight,  of  Dedham.  He  was 
put  upon  probation  a  year.  Having  in  this  year  approved  himself  to 
the  town,  he  was  engaged  for  seven  years. 

Some  years  previous  to  this  time  some  private  individuals  had,  at  their 
own  expense,  erected  on  the  school  land  on  the  Neck,  a  school-house  for 
the  use  of  the  north  district.  In  1727  the  town  bought  it  for  £20.  In 
1750  a  vote  was  passed  in  town  meeting,  which  does  not  seem  to  be  very 
intelligible,  "  that  a  committee  be  appointed  to  regulate  the  town  school 
with  respect  to  its  being  removed  to  the  Neck  and  to  provide  a  teacher,*' 
and  in  1765  the  town  sold  the  building  which  the}'  had  bought  in  1727, 
for  what  it  would  bring,  sum  not  stated.  In  1727  they  also  appropriated 
£50  for  a  school-house  in  town.  It  was  to  be  twenty-six  feet  by  twenty, 
19 


290  Bristol. 

and  twelve  feet  between  joints.  It  was  to  be  located  on  King  street 
between  the  Court  House  and  High  street.  This  was  in  "  good  old 
colony  times  when*  we  were  under  the  king,"  when  Church  street  was 
Charles,  State  street,  King,  and  Bradford  street,  Queen  street.  The 
Court  House — which  was  doubtless  a  stately  structure  in  those  days,  but 
which  is  now  a  tenement  house  near  the  eastern  extremity  of  Bradford 
street— stood  in  the  middle  of  the  street,  about  half  way  between  Hope 
and  High.  What  idea  possessed  the  minds  of  our  forefathers  when  they 
selected  such  a  site,  is  open  to  question.  Whether  it  was,  that  educated, 
as  the  early  settlers  of  the  colony  necessarily  were,  in  principles  of  rigid 
economy,  the)-  regarded  the  broad  streets  of  the  town  an  extravagance  not 
to  be  tolerated,  or  that  they  foresaw  a  time  when  Bristol  should  be  an 
emporium  of  commerce  and  close  packing  would  be  necessaiy,  or  simply 
that  they  thought  that  a  building  thus  situated  could  not  fail  to  be  con- 
spicuous, it  is  quite  certain  that  more  than  once  they  erected  buildings 
in  the  middle  of  the  street.  The  school-house,  whose  bearings  were 
taken  from  the  Court  House  did  not,  however,  stand  in  the  middle  of  the 
street,  but  on  the  north  side,  a  short  distance  east  of  the  present 
Methodist  church.  While  it  was  in  process  of  erection,  the  school 
sessions  were  held  in  the  Court  House. 

Mr.  Wight's  seven  years  of  service  were  satisfactory,  and  he  was 
invited  to  remain  seven  years  longer.  But  in  1738  he  was  brought  be- 
fore the  town  meeting,  charged  with  not  doing  his  duty  as  a  teacher 
The  records,  which  are  not  always  clear  in  their  statements,  leave  the 
settlement  of  the  matter  in  doubt.  It  would  seem,  however,  that  he 
remained  until  1740.  In  that  year,  Captain  Timothy  Fales,  who  was 
himself  a  former  teacher,  was  sent  to  Cambridge  to  procure  a  suitable 
teacher  for  a  year  or  less,  the  seven  years  plan  not  having  proved  a  suc- 
cess. The  result  was  Mr.  Hovey  was  elected  on  a  salary  of 
£130.  In  1742  he  was  succeeded  b}r  Shearjashub  Bourn.  From  1747, 
at  which  time  Mr.  Bourn's  term  of  service  seems  to  have  expired,  until 
1772,  the  school-master  is  a  very  uncertain  person,  coming  and  going 
with  a  capidit}'  quite  bewildering,  sometimes  staying  no  longer  than  two 
months.  The  school  on  the  Neck,  too,  which  had  hitherto  shared  the 
teacher  with  the  town  school,  here  asserts  itself  and  employs  one  of  its 
own.  The  list  of  these  teachers  comprises  Daniel  Bradford,  John 
Throope,  Bosworth  Kinnicut,  John  Coomer  and  Samuel  Pearse. 
Meantime  the  school  in  town  was  taught  at  various  times  by  Shearjashub 
Bourn,  Israel  Nichols,  Leverett  Hubbard,  Bellamy  Bosworth,  Nathaniel 
Lindall,  John  Throope,  Josiah  Brown,  Haile  Turner,  John  Barrows,  and 
Rev.  John  Usher.     These  teachers  have  a  trick  of  appearing  spasmodi- 


Free  School  Act.  291 

call}',  so  although  the  same  one  may  have  taught  two  or  three  years,  he 
rarely  taught  two  in  succession.  It  is  recorded  that  in  1763,  £1,050 
were  paid  to  Parson  Usher  for  teaching  the  town  school  a  year  and  a 
half. 

In  1751  a  committee  was  chosen  to  manage  the  prudential  affairs  of 
the  schools.  Hitherto  this  had  fallen  to  the  town  as  a  part  of  their 
yearly  business.  This  committee  consisted  of  Shearjashub  Bourn, 
John  Howland  and  Nathaniel  Fales,  and  although  at  various  times 
previous  to  this,  persons  had  been  appointed  to  engage  a  school-master, 
whose  appointment  expired  when  that  business  was  disposed  of,  this  may 
be  considered  as  the  first  regular  school  committee. 

In  1772  the  school-master  disappears  entirety  for  a  period  of  nine 
years.  This  was  within  three  years  of  the  breaking  out  of  the  Revolu- 
tion and  already  the  approaching  struggle  loomed  on  the  sight.  Doubt- 
less in  those  "  times  that  tried  men's  souls,"  there  were  more  pressing 
affairs  to  be  looked  after  than  the  education  of  the  }'oung  even,  and  the 
peaceful  school-master  gives  way  to  warlike  preparations  of  guns, 
powder  and  barracks  and  the  no  less  warlike,  although  apparently  more 
peaceful  ones,  of  provisions  of  grain  and  beef.  In  the  year  1781  the 
school  was  re- opened  for  four  months  under  Samuel  Bos  worth.  The 
school-house,  either  from  long  disuse  or  the  chances  of  war — which  came 
veiy  distinctly  to  our  town  in  the  shape  of  a  bombardment  in  1775 — or 
both,  was  so  badly  out  of  repair,  that  it  was  necessary  to  procure  a 
room  in  which  to  hold  the  school  until  the  school-house  could  be  made  fit 
for  occupancy.  For  years  school  was  held,  at  the  most,  but  five  months 
of  each  year.  Samuel  Bosworth's  name  appears  for  the  last  time  in 
1788,  after  which  the  town  records  give  no  clue  to  the  name  of  the 
teacher,  and  the  committee,  although  some  years  consisting  of  the  Town 
Council,  kept  no  record. 

At  the  June  session  of  the  State  Legislature  of  1799,  a  bill  entitled 
"An  Act  to  establish  Free  Schools"  was  presented.  The  represen- 
tatives to  the  General  Assembly  from  Bristol,  were  instructed  to  vote  for 
its  passage.  Among  other  things,  this  bill  provided  for  the  apportion- 
ment of  a  certain  sum  of  money  from  the  State  to  each  town,  to  be  used 
in  addition  to  that  raised  by  the  town  for  the  support  of  free  schools. 
The  sum  received  from  this  source  for  the  year  1875,  was  $1,864.58. 

In  1802  Peter  Church,  William  DeWolf,  William  Coggeshall  and 
others  living  on  the  Neck,  presented  a  petition  in  town  meeting,  praying 
to  be  allowed  to  build  a  school-house  on  the  ten-acre  school  lot  on  the 
main  road  to  Warren.  This  petition  was  granted  and  a  brick  building 
twenty-two  feet  bjT  twenty  was  erected.     This  was  used  for  public  school 


292  Bristol. 

until  1841,  when  a  new  school-house  was  built  much  nearer  the  town,  on 
the  west  side  of  the  road  on  a  part  of  the  land  belonging  to  the  Asylum 
Farm.  The  town  had  appropriated  $500  for  this  purpose  and  in  1843 
the}'  sold  the  old  brick  house  and  laid  out  the  proceeds  on  the  new  one. 
The  old  building  still  stands,  without  doors  and  windows,  and  onl}T  minis- 
ters to  the  instruction  of  the  mind  through  the  medium  of  posters  and 
bills.     It  belongs  to  the  estate  of  the  late  Charles  Fales. 

In  1803  a  committee  of  five  was  appointed  to  take  measures  in  regard 
to  the  building  of  a  new  school-house  in  the  South  District,  the  old  one 
having  been  a  constant  bill  of  expense  since  the  Revolution.  But  it 
was  not  imtil  the  next  year  that  active  measures  were  taken  for  its 
accomplishment.  John  DeWolf,  Moses  Van  Doom,  and  Charles  Collins 
were  directed  to  solicit  subscriptions  for  this  object.  With  that  dis- 
regard for  details  which  was  chronic  in  the  earlier  annals,  the  town 
records  fail  to  give  any  information  of  the  sum  obtained.  Some  money 
was  obtained,  however,  and  the  town  in  company  with  the  St.  Alban's 
Lodge  of  Free  Masons,  erected  the  brick  school-house  which  stands  at 
the  northwest  corner  of  the  common,  but  were  obliged  to  ask  for  an 
appropriation  to  complete  it.  This  was  in  1809.  Originally  it  was 
about  two-thirds  of  its  present  size. 

The  school  lands  had  thus  far  been  rented  annually,  being  sold  at 
auction  at  town  meeting.  For  obvious  reasons  it  was  thought  better 
that  some  other  plan  of  disposing  of  them  should  be  adopted,  and  in 
1811  a  committee  consisting  of  James  DeWolf,  Samuel  Wardwell,  John 
Bourn,  Hezekiah  Munro  and  Richard  Smith,  was  appointed  to  prepare  a 
plan  for  leasing  them  for  a  term  of  from  twent}T  to  fifty  years. 

They  were  also  empowered  to  divide  the  town  into  three  or  more 
school  districts  for  the  purpose  of  having  the  proceeds  of  the  school 
lands  distributed  more  justly.  At  the  next  meeting  they  reported  that  in 
their  judgment  the  following  was  the  best  plan  :  that  the  lands  be  leased 
for  fifty  years  from  March  25,  1812 — the  land  in  town  being  parcel- 
led into  eighteen  lots  and  that  on  the  Neck  remaining  unchanged  ;  that 
they  be  sold  at  auction  on  or  before  October  7,  1811  ;  one-fourth  of  the 
purchase  money  to  be  paid  in  six  or  nine  months  after  March  25,  the  balance 
to  remain  on  interest  paid  annually,  under  penalty  of  forfeiting  twenty-five 
per  cent,  of  the  price,  and  the  improvement  of  the  land  if  interest  were 
not  paid  within  nine  months  of  March  25.  They  recommended  that  the 
proceeds  of  the  sales  should  be  invested  in  bank  stock,  the  revenue 
thereof,  together  with  the  interest  of  the  notes,  to  be  applied  to  the  sup- 
port of  the  schools.  In  order  that  the  money  thus  obtained  should  be 
distributed  justly,  they  had    divided    the  town  into  three  districts,  to  be 


Formation  of  Districts.  293 

known  as  the  North,  Middle  and  South  districts.  The  North  District 
extended  from  "Peck's  Hill"  to  Warren;  the  Middle  began  at  Peck's 
Hill  and  extended  to  Poppasqnash  Corner  and  included  Poppasquash  ; 
the  South  District  comprised  the  remainder  of  the  town.  All  of  these 
districts  stretched  from  shore  to  shore.  This  plan  was  accepted  and  the 
sale  of  the  lands  made.  All  of  the  land  was  rented  except  a  small  lot 
at  the  corner  of  High  and  Church  streets  and  one  on  the  Neck  near  Mr. 
John  Fales's  house.  Arrangements  were  afterwards  made  for  letting 
these  annually. 

Four  years  later  the  inhabitants  of  the  North  District  erected  a  school- 
house  at  their  own  expense,  on  the  '*  sixteen  acre  lot "  on  the  East  road. 
This  "  sixteen  acre"  lot  was  not  school  land,  but  town  land,  and  the 
town  gave  them  the  rent  of  so  much  of  it  as  was  sufficient  for  their  pur- 
pose. It  has  since  been  known  as  the  "  school  lot."  This  was  the  first 
school-house  in  this  district.  In  the  same  year  in  which  it  was  built  the 
office  of  School  Treasurer  was  created,  and  the  President  of  the  Town 
Council  was  appointed  Treasurer  ex-ojficio.  It  was  not  until  1844,  that 
the  school-house  known  of  late  years  as  the  North  District  School-house 
was  built.  For  this  purpose  the  committee  bought  a  small  lot  of  land 
at  the  north  end  of  the  town,  on  the  east  side  of  the  main  road,  a  short 
distance  south  of  Crane's  Lane. 

After  1788,  as  has  been  before  said,  the  town  records  do  not  hold 
themselves  responsible  for  the  name  of  the  schoolmaster.  About  the 
the  year  1835,  the  committee  began  to  issue  a  yearly  report  of  the  con- 
dition of  the  schools.  Of  these  none  is  known  to  exist  of  a  date  earlier 
than  1838.  There  is,  then,  an  interval  of  fifty  years,  from  1788  to  1838, 
of  which  there  is  no  written  record  whatever,  and  which  must  therefore 
be  filled — as  far  as  it  is  filled  at  all — from  memory.  This  poition  of 
schooj  history  will  of  necessity  be  somewhat  unsatisfactory.  No  success- 
ful attempt  can  be  made  to  fix  any  date  before  1825,  and  there  is  not 
wanting  a  reasonably  strong  suspicion  that  the  list  of  teachers,  especi- 
ally the  earlier  ones,  is  not  perfect.  Daniel  Bradford,  mentioned  before 
as  having  taught  on  the  Neck — or  perhaps  his  son — is  the  most  remote 
name  that  it  is  possible  to  lay  hold  upon  with  any  degree  of  certainty, 
and  he  must  have  come  a  long  time  after  Samuel  Bosworth,  as  he  is 
within  the  memory  of  people  living  now.  He  was  succeeded  by  Mr. 
Swan,  who  in  his  turn  gave  place  to  Mr.  Rawson,  and  he  again  to  Cap- 
tain William  R.  Noyes.  Of  the  first  three  there  is  nothing  to  be  said 
but  that  they  taught  the  sphool,  managed  it  with  more  or  less  success, 
and  were  themselves  more  or  less  managed   by  unruly  boys  who   would 


294  Bristol. 

stuff  seaweed  into  the  stovepipe,  and  thought  it  was  a  fine  thing  to 
"  thrash  "  the  schoolmaster.  But  the  name  of  Captain  Noyes  is  a  familiar 
one  to  the  older  inhabitants  of  the  town,  many  of  whom  were  his  schol- 
ars, lie  was  as  successful  as  it  was  possible  for  an)'  one  to  be  in  the 
days  when  everything  seems  to  have  been  arranged  with  a  view  to  hin- 
dering and  nothing  for  helping  the  teacher.  Text-books  were  very 
scarce,  one  or  two  of  a  kind  doing  duty  through  the  whole  school.  A 
scholar  commenced  his  education  with  Alden's  Speller.  When  he  had 
mastered  this  he  was  expected  to  learn  a  lesson  twice  a  week  from  the 
New  Testament.  From  this  he  passed  to  the  English  Speaker.  These, 
together  with  Daboll's  Arithmetic,  made  up  the  list  of  text-books.  Oc- 
casionally, to  lighten  the  labors  of  the  teacher,  monitors  were  emplo3Ted 
for  the  more  advanced  scholars,  but  not  systematically.  Captain  Noyes 
was  a  remarkably  fine  penman,  the  copies  which  he  wrote  being  almost 
as  fine  as  copper  plate.  He  set  all  the  copies  and  mended  all  the  pens. 
He  taught  navigation  to  young  men  going  to  sea,  but  this  was  quite 
separate  and  distinct  from  his  regular  work.  He  was  succeeded  03-  Otis 
Storrs. 

At  this  point  we  reach  a  reliable  date.  About  the  year  1826,  Mr. 
Storrs  came  to  Bristol  and  opened  a  private  school  in  the  Academy,  on 
what  is  known  as  the  Lancasterian  system.  His  success  was  so  great, 
that  in  1828  the  committee  asked  him  t:>  take  the  town  school  and  allow 
girls  to  go  and  share  his  instructions  with  the  boys.  Before  this,  girls  did 
not  go  to  the  public  school.  Upon  his  acceptance,  they  enlarged  the 
brick  school-house  and  fitted  it  up  with  reference  to  the  workings  of  this 
peculiar  system.  The  teacher's  desk  stood  on  a  raised  platform  at  the 
west  end  of  the  room.  Down  the  length  of  the  school-room,  through 
the  middle,  ran  a  single  aisle.  On  each  side  of  this,  were  arranged  semi- 
circular desks,  with  seats  on  the  outer  curve  for  the  scholars.  The  desks 
did  not  have  lids  but  were  open  in  front,  and  each  accommodated  eight 
scholars.  On  the  inner  curve  was  a  bench,  where  they  sat  to  recite. 
The  monitor  who  heard  the  recitations,  had  a  stool  in  the  centre  of  the 
circle.  The  teacher  heard  the  monitors  recite  and  had  the  supervision 
of  the  school.  This  sjstem  was  veiy  popular  at  the  time.  Mr.  Storrs 
was  succeeded  by  John  Cross,  and  he  by  ^ames  E.  Hidden.  Mary 
Allen  was  Mr.  Hidden's  assistant. 

In  183G  Dennis  S.  Gushee  became  teacher  of  the  Grammar  School. 
The  lower  part  of  the  Academy  was  hired  for  the  use  of  the  school,  but 
the  number  of  scholars  became  so  large  that  in  the  spring  of  1837,  it  was 
removed  to  the  brick  school-house,  which  was  again  altered,  Mr.  Gushee 
not  being  a  supporter  of  the  Lancasterian   system.     The  teacher's   desk 


Gradation  of  Schools.  295 

was  placed  on  the  north  side  of  the  room.  There  were  four  rows  of  desks 
running  east  and  west,  with  aisles  from  north  to  south,  separating  them 
into  four  groups.  At  the  rear  was  a  narrow,  raised  platform  for  classes. 
The  east  room  was  partitioned  off  from  the  main  room  tor  a  recitation 
room  and  used  by  both  assistant  teachers.  These  were  at  this  time 
Hannah  II.  Easterbrooks  and  Sarah  G.  Munro.  In  the  summer  of  the 
same  .year,  Martha  Diman  was  appointed  third  assistant  and  used  the 
unfinished  room  above  for  her  classes.  At  the  beginning  of  the  winter 
term,  so  man}*  more  scholars  entered  that  the  room  proved  too  small 
for  their  accommodation,  and  the  younger  ones,  in  charge  of  Miss  Diman, 
were  placed  in  Dr.  Briggs's  hall  at  the  rear  of  his  house  on  State  street. 
In  the  spring  of  the  following  }*ear  the  schools  were  reunited. 

At  this  time  the  committee  were  working  with  much  vigor  and  interest 
to  reduce  the  schools  to  something  approaching  system.  These  efforts 
were  much  crippled  by  want  of  means  and  by  lack  of  general  personal 
interest  on  the  part  of  the  towns-people.  Nevertheless,  the  foundation 
of  the  present  school  organization  was  laid  at  that  time.  The  orders  of 
the  schools  were  the  Select,  the  Intermediate  and  the  Primary,  besides 
the  district  schools. 

Mr.  Gushee's  school  was  called  the  Select  School,  until  the  formation, 
in  1848,  of  a  more  advanced  one,  which  received  that  name,  and  this  one 
was  always  after  known  as  the  Grammar  School.  It  was  so  large  that 
one  assistant  was  always  employed,  often  two,  and  sometimes  three. 
Mr.  Gushee  and  his  assistants  did  not  always  teach  in  the  same  room  or 
even  in  the  same  building.  Sometimes  he  was  in  the  lower  part  of  the 
Acadeim*  and  they  in  the  upper ;  sometimes  they  were  in  the  brick 
school-house.  Finall}-,  however,  he  settled  down  with  one  assistant  in 
this  building,  where  he  remained  until  he  left  Bristol.  He  had  the 
charge  mainly  of  the  larger  and  more  advanced  boys,  while  his  assistants 
taught  the  advanced  girls,  and  it  happened  more  than  once  that  his  as- 
sistant teachers  were  really  conducting  a  higher  grade  of  school  than 
he  himself. 

I  have  by  me  a  cop}*  of  one  of  the  earliest  committee's  reports.  It  is 
a  very  modest  affair  ;  a  single  small  sheet  of  paper  folded  twice,  like  a 
Lilliputian  New  York  Tribune,  and  signed  by  William  Throop,  Francis 
Peck,  Thomas  Shepard  and  Zalmon  Toby.  Judge  Throop  was  "  moder- 
ator "  of  the  body,  according  to  the  custom  of  that  time,  having  been 
the  first  member  chosen  at  town  meeting.  This  report  is  for  the  }*ear 
ending  April,  1838,  and  records  an  average  attendance  of  240  scholars 
in  the  "  Grammar  School,"  from  which  we  may  judge  that  the  exact 
grade  of  the  school  was  not  settled,  since  this  is  the  same  one  that  is 
elsewhere  known  as  the  "  Select  School." 


296  Bristol. 

In  considering  this  number  of  scholars,  it  must  be  borne  in  mind  thai 
it  includes  all  the  school  children  of  the  town,  there  being  neither  Inter- 
mediate nor  Primary  school  in  1838,  and,  although  on  account  of  its 
great  numbers,  it  was  often  separated  and  kept  in  different  places,  it 
was  one  school. 

After  disposing  of  the  necessaiy  statistics,  the  committee  present  for 
consideration  the  opinion  that  it  would  be  much  better  that  the  boys  and 
girls  should  be  accommodated  in  separate  rooms.  This  state  of  affairs 
was  brought  about  to  a  certain  extent,  although  lack  of  room  prevented 
a  thorough  accomplishment  of  the  plan.  Still,  even  when  they  were  in 
the  same  room,  conversation  between  them,  even  upon  lessons  was  so 
discouraged,  and  so  strict  a  watch  was  kept  upon  them,  that  they  were 
virtually  educated  apart  from  each  other.  Even  as  late  as  Dr.  Cooke 
was  at  the  head  of  the  High  School,  this  theoiy  was  acted  upon,  and  the 
most  trifling  intercourse  interdicted. 

This  report  shows  the  following  teachers  :  Select  School — Mr.  Gushee, 
with  two,  sometimes  three,  assistants  ;  Middle  District — Hannah  B. 
Church,  five  months  ;  North  District — Miss  Cole,  five  months,  Nelson 
B.  Tanner,  four  months  ;  North  East  District — Mr.  Mason  and  Mr. 
Boutelle  ;  Poppasquash — Martha  Taylor.  The  committee's  reports  were 
afterwards  published  with  considerable  regularity  in  the  Bristol  Phoenix, 
until  it  again  began  to  be  customary  to  issue  them  in  pamphlet  form. 

In  the  3'ear  1840,  Bennett  Munro  was  delegated  to  purchase  the 
Academy  of  Captain  James  DeWolf.  The  town  had  hired  part  of  it 
from  time  to  time,  and  although  it  was  unfinished  and  in  anything  but 
good  condition,  they  determined  to  buy  it  and  fit  it  up  for  a  public  school. 
Upon  Mr.  Munro's  application  for  a  deed  of  it,  Captain  DeWolf  pre- 
sented it  to  the  town.  With  a  number  of  alterations  and  additions,  it 
was  used  by  various  schools  until  1873,  when  the  occupation  of  the 
Byfield  School,  made  it  of  no  farther  use.  It  was  therefore  sold  at  auc- 
tion. The  belfry  was  purchased  by  Bishop  Howe,  and,  surrounded  by 
shrubbeiy,  ornaments  the  lawn  near  his  house,  looking  like  a  small  sum- 
mer house.  The  building  itself  was  sold  in  two  parts,  one  of  which 
stands  at  the  corner  of  High  and  Franklin  streets  and  the  other  near  the 
head  of  Catherine  street.  Both  of  them  are  now  dwelling  houses. 
About  the  time  of  this  purchase  of  the  Academy,  primary  schools  were 
organized. 

There  had  always  been,  since  there  had  been  any  committee  at  all,  a 
general  committee  to  regulate  the  affairs  of  all  the  schools.  But  in  1847 
they  were  instructed  to  allow  the  North  and  Middle  districts  to  manage 
their  own  a.; airs,  without  any  reference  to  those  of  the  South   District. 


Abolition  of  Districts.  297 

The  North  District  was  allowed  one  committee  man  and  the  Middle,  two. 
In  1853  the  North  District  was  divided,  and  a  portion  of  it  set  off  and 
known  thereafter  as  the  Northeast  District,  and  managed  by  a  committee 
of  one.  This  general  arrangement  remained  in  operation  until  1864, 
when  the  plan  of  consolidating  the  interests  of  the  schools  by  placing 
them  all  under  the  whole  committee  was  resumed  and  has  been  retained 
to  the  present  time.  This  committee  was  to  consist  of  nine,  three  of 
whom  were  to  retire  at  the  end  of  their  first  year,  three  at  the  end  of  the 
second,  and  three  at  the  end  of  the  third.  The  places  of  those  retiring 
were  to  be  filled  by  others  chosen  for  a  term  of  three  years.  The  num- 
ber of  these  was  afterwards  increased  to  fifteen.  From  the  beginning, 
certain  ones  have  been  set  apart  as  an  examining  committee.  This  at 
present  consists  of  five,  including  the  Superintendent,  ex-officio. 

The  year  1848  seems  to  have  been  a  year  of  exceptional  activity  in 
educational  matters.  No  less  than  four  school-houses  were  in  contem- 
plation, with  more  or  less  prospect  of  completion.  Byron  Diman,  Sam- 
uel Sparks,  Ephraim  Gifford  and  George  B.  Monro  were  instructed  to 
procure  a  lot  of  land  on  a  long  lease,  or  else  to  purchase  one,  on  which  to 
erect  a  one-story  wooden  school-house  large  enough  to  accommodate  one 
hundred  scholars.  This  was  to  be  for  the  use  of  the  South  Primary 
School,  which  was  at  that  time  holding  its  sessions  in  a  little  building 
belonging  to  Governor  Byron  Diman,  near  the  corner  of  Hope  and  Con- 
stitution  streets.  At  the  same  meeting  Rowse  Potter,  William  Pearse 
John  Peekham  and  Ilezekiah  Wardwell  received  like  instructions  with 
regard  to  the  North  Primary  School,  which  was  then  occupying  a  small 
building  formerly  used  as  a  store,  standing  in  the  yard  south  of  Mrs. 
Ruth  Bosworth's  house. 

Oliver  Mason,  Elijah  Gray  and  John  C.  Rich  were  appointed  a  com- 
mittee to  erect  a  one-story  wooden  school-house  in  the  Northeast  Dis- 
trict, capable  of  seating  fifty  scholars  ;  and  Joseph  L.  Gardner,  William 
B.  Spooner,  John  Norris  and  Nathaniel  Bullock  were  commissioned 
to  inquire  into  the  expediency  of  building  a  new  one  in  the  South  Dis- 
trict for  the  more  advanced  scholars.  This  last  committee  reported  the 
project  inexpedient  for  the  present,  and  the  matter  rested.  But  with 
the  addition  of  the  School  Committee  to  the  committee  on  building  in 
the  South  District,  and  the  change  in  the  material  of  the  two  school- 
houses  in  that  district  from  wood  to  stone,  the  other  plans  were  carried 
out  to  their  accomplishment.  These  buildings  stand,  one  on  the  north 
side  of  Franklin  street,  a  short  distance  west  of  High  ;  the  other  on  the 
east  side  of  High  street,  north  of  Union.  They  were  erected  at  an  ex- 
pense of  twelve  hundred  dollars  each.  That  in  the  Northeast  District 
cost  something  over  three  hundred  dollars. 


298  Bristol. 

The  next  year,  1849,  the  School  Committee  was  authorized  to  elect 
a  Superintendent  of  Schools  and  to  pay  him  a  salaiy  not  exceeding  two 
hundred  dollars  Rev.  Thomas  Shepard  was  the  first  to  hold  this  office, 
and  he  immediately  commenced  keeping  a  quarterly  report  of  the  con- 
dition of  each  school.  The  following  is  a  list  of  the  Superintendents  : 
Rev.  Thomas  Shepard,  1849-1855;  George  B.  Monro,  1855-1859; 
Robert  S.  Andrews,  1859-1862  ;  John  N.  Burgess,  18C2-18G4  ;  Robert 
S.  Andrews,  1864-1876. 

In  this  same  year  of  1849,  the  following  entry  was  made  in  the  town 
record  : 

"Voted,  That  the  encouraging  condition  and  prospects  of  our  Public 
Schools  are  a  source  of  honest  pride  and  satisfaction,  and  that  we  will 
use  every  effort  consistent  with  wise  legislation  and  sound  judgment,  in 
sustaining  them  with  zeal  and  fidelity." 

Doubtless  much  of  this  encouraging  condition  was  due  to  the  fact  that 
three  of  the  schools  were  then  occupying  their  new  quarters. 

For  a  long  time  some  of  the  more  liberal  minded  of  the  citizens  of 
Bristol  had  felt  the  need  of  a  higher  course  of  study  than  that  pursued 
in  the  Grammar  School.  But  the  least  suggestion  of  such  a  thing  was 
met  by  violent  opposition.  It  was  much  the  same  story  that  is  to  be 
found  in  mam'  newspapers  to-day,  with  this  difference,  that  in  addition 
to  the  opinion  that  it  is  not  possible  to  educate  all  up  to  a  high  standard, 
and  therefore  that  the  many  should  not  be  taxed  for  the  benefit  of  the 
fexv,  there  was  an  aristocratic  feeling  on  the  part  of  a  large  number  that 
such  an  advantage  for  the  mass  of  the  people  was  an  infringement  on  the 
privileges — not  to  say  the  rights — of  the  select  few.  And  so  the  war  of 
words  was  long  and  sometimes  bitter.  But  the  project  had  among  its 
supporters  three  men  of  culture  and  influence,  whose  own  liberal  educa- 
tion enabled  them  to  appreciate  more  clearly  than  most,  the  influence  of 
a  higher  system  of  study,  not  only  upon  the  students  themselves,  but 
also  on  the  general  intelligence  and  cultivation.  These  were  Rev. 
Thomas  Shepard,  Rev.  James  W.  Cook  and  Rev.  James  Sykes.  Sup- 
ported by  the  other  members  of  the  School  Committee,  the}'  did  valiant 
service  for  the  cause,  and  although  met  on  all  sides  by  persistent  and 
unreasoning  opposition,  they  at  length  won  the  victory — won  it  but  did 
not  dare  to  acknowledge  that  the}'  had. 

In  tlie  autumn  of  1848,  the  Committee  were  holding  their  regular 
meeting  in  Mr.  Shepard's  stud}-.  The}'  had  debated  whether  it  was  pos- 
sible to  establish  a  High  School.  There  had  been  expressed  a  good  deal 
of  doubt,  both  on  account  of  want  of  means  and  lack  of  general  friendli- 
ness towards  the  undertaking.     All  present  were  strongly  in  favor  of  it, 


High  School  Established.  299 

yet  all  were  taken  b}T  surprise  when  Mr.  William  B.  Spooner  rose  and 
moved  that  such  a  school  should  be  organized.  The  subject  was  now 
fairly  before  them,  and  although  the}'  were  frightened  almost  by  the 
audacit}'  of  the  scheme,  when  it  came  to  assume  a  tangible  shape,  the 
motion  was  seconded  and  carried  without  a  dissenting  voice,  and  the 
"  Select  School  "  became  a  fixed  fact — the  "  Select  School,"  for  they 
did  not  choose  to  offend  the  prejudices  of  the  town  by  calling  it  the 
"  High  School."  The}' were  contented  for  the  present  with  the  fact, 
the  name  would  come  all  in  good  time. 

The  scholars  who  were  to  constitute  this  school  were  selected  from 
the  various  schools  in  the  town.  They  were  fort3'-five  in  number,  and 
they  occupied  the  lower  part  of  the  Academy.  The  school  opened  aus- 
piciously, with  William  E.  Jillson  at  the  head.  The  committee  were 
most  fortunate  in  the  selection  of  this,  the  first  teacher.  He  was  a  man 
of  genial  disposition,  easily  accessible,  and  regarded  his  pupils  as  his 
personal  friends.  His  success  was  such  as  to  win  the  admiration  of  even 
the  enemies  of  the  school.  To  the  extreme  regret  of  the  committee  and 
of  the  school,  the  connection  came  to  an  end  in  the  Fall  of  1849.  Mr. 
Jillson  was  afterwards  Assistant  Librarian  at  the  Congressional  Library, 
at  Washington,  and  later,  Librarian  at  the  Public  Library,  Boston.  He 
was  succeeded  03-  Lafa}Tette  Burr,  under  whom  the  school  went  on  pros- 
perously something  over  two  years. 

In  the  Spring  of  1851,  Dr.  Nathan  B.  Cooke  was  elected  to  fill  the 
place  left  vacant  by  Mr.  Burr.  Doctor  Cooke  was  a  Doctor  of  Medicine 
and  a  minister  of  the  Baptist  Society,  but  owing  to  an  affection  of  the 
throat,  he  was  obliged  to  give  up  preaching  for  a  number  of  years  ;  dur- 
ing which  time,  the  committee  were  so  fortunate  as  to  secure  his  services. 
A  more  faithful,  thorough  and  interested  teacher  no  school  ever  had. 
While  it  was  under  his  charge  a  systematic  plan  of  stud}'  was  adopted. 
This  together  with  the  fact  that  the  school  had  increased  greatly  in 
numbers,  rendered  an  assistant  teacher  necessaiy,  and  created  a  demand 
for  more  room.  The  Academy  was  therefore  enlarged  in  1852,  and  the 
school  moved  up  stairs.  The  east  end  of  the  upper  part  had  been  sep- 
arated from  the  main  room  by  a  partition  and  sliding  doors,  and  was 
used  for  a  recitation  room,  and  Mary  W.  Shepard  was  installed  assistant. 
Not  long  after,  a  small  sum  of  money  was  expended  03-  the  committee 
for  philosophical  apparatus.  For  the  space  of  nine  3'ears  Dr.  Cooke  re- 
mained in  the  position.  At  the  end  of  this  time,  he  removed  to  Newton, 
Massachusetts,  where  he  taught  two  3Tears.  While  there  he  met  Profes- 
sor Lewis  Monroe,  the  elocutionist,  wdio  encouraged  him  to  think  that  it 
was  possible  for  him  to  resume  preaching.     It  had  alwa}-s  been  a  source 


300  Bristol. 

of  deep  sorrow  to  him  that  he  was  debarred  from  following  his  chosen 
calling,  and  upon  Professor  Monroe's  decision,  he  removed  to  Leicester 
to  take  charge  of  a  parish,  and  thence  to  Lonsdale,  Rhode  Island,  where 
he  remained  until  his  death  in  1871.  His  remains  were  brought  to 
Bristol  and  laid  in  Juniper  Hill  Cemetery. 

Upon  Dr.  Cooke's  withdrawal,  in  1860,  Thomas  W.  Bicknell,  of  Bar- 
rington,  was  elected  to  the  office.  He  remained  three  years,  and  then 
left  to  accept  the  principalship  of  one  of  the  grammar  schools  of  Provi- 
dence. Henry  S.  Latham,  a  most  accomplished  scholar,  succeeded  him. 
At  the  end  of  four  years,  the  committee  paid  Mr.  Bicknell  the  deserved 
compliment  of  asking  him  to  become  the  principal  of  the  school  again. 
He  accepted  the  invitation  and  remained  two  years.  In  1867,  the  year 
of  Mr.  Bicknell's  return,  a  case  of  valuable  minerals  was  presented  to 
the  school  by  Mr.  Allen  J.  Gladding,  a  native  of  Bristol,  residing  in 
California.  Mr.  Bicknell  received  the  office  of  Commissioner  of  Public 
Schools  in  1869,  which  he  retained  several  years.  He  is  now  editor  of 
the  New  England  Journal  of  Education. 

In  1869,  Frank  G.  Morley  was  chosen  principal.  Although  young,  he 
developed  a  remarkable  ability  for  imparting  information  and  unusual 
talent  for  controlling  the  school.  Dr.  IShepard  used  to  remark  that  "  the 
machinery  ran  easily."  He  was  especially  genial  in  the  school-room  ;  in 
that  respect  resembling  Mr.  Jillson  more  than  any  other  of  his  predeces- 
sors. He  spared  no  pains  to  make  school  attractive,  believing  that  if 
a  scholar  loved  school  he  would  be  a  better  scholar  for  it.  For  nearly 
six  years  he  labored  with  his  whole  heart  and  strength  for  the 'school. 
At  the  end  of  this  time  his  health  failed,  and  he  sent  his  resignation  to 
the  committee,  to  take  effect  at  the  end  of  the  term.  But  so  rapid  were 
the  inroads  of  disease,  that  he  was  forced  to  leave  soon  after  the  middle. 
He  went  to  lJittsfield,  Massachusetts,  where  he  died  of  consumption  at 
the  residence  of  his  father,  Rev.  J.  B.  Morley,  August  1st,  1875.  The 
following  is  a  copy  of  the  resolutions  drawn  up  by  the  committee  upon 
the  occasion  of  his  leaving  : 

"  Whereas,  Mr.  Frank  G.  Morley,  on  account  of  ill  health,  necessitating  rest 
from  active  labor,  has  tendered  his  resignation  as  principal  of  the  High  School, 
to  take  effect  at  the  close  of  the  present  term ; 

"  Therefore,  Besolved,  That  we  regretfully  accept  the  same,  and  express  our 
cordial  sympathy  with  him  in  his  affliction. 

"Resolved,  That  we  bear  cheerful  testimony  to  the  zeal,  fidelity,  and  success 
which  have  characterized  his  labors  in  the  position  which  he  has  held  here  for 
the  last  six  years,  and  we  commend  him  to  the  sympathy  and  confidence  of  any 
with  whom  his  lot  may  hereafter  be  cast. 

"  Besolved,  That  a  copy  of  these  resolutions  be  sent  to  Mr.  Morley." 


Opposition  to  Classical  Studies.  301 

During  the  remainder  of  the  term  the  school  was  without  a  principal. 
Miss  Anna  Andrews  kindly  volunteered  her  services  to  the  assistant 
teacher,  upon  whom  the  school  devolved,  which  were  most  gratefully 
accepted.  The  summer  term  of  1875  Charles  Fish  taught  the  school, 
and  at  the  beginning  of  the  fall  term  he  was  succeeded  by  the  present 
principal,  Walter  F.  Marston. 

It  ma}-  be  a  matter  of  interest  to  note,  that  before  the  higher  course 
of  study  was  introduced  into  oar  schools,  all  or  nearly  all  of  their 
teachers  came  from  abroad.  There  was  in  truth,  no  one  in  town  capable 
of  filling  such  a  position.  But  it  was  not  long  after  the  first  really 
advanced  school  under  the  Misses  Sanderson  was  organized,  before  there 
were  more  applications  from  our  own  townspeople  for  schools  than  there 
were  schools  for  them.  At  this  present  time,  of  the  fifteen  teachers  in 
the  schools  of  the  compact  part  of  the  town,  with  the  exception  of  the 
principal  of  the  High  School,  all  are  former  members  of  the  High 
School,  and  all  but  four  graduates. 

For  six  months  of  each  year,  from  1850  to  1854  inclusive,  a  school 
was  taught  on  Poppasquash  by  Harriet  10.  Norris.  This  school  was 
really  in  the  Middle  District,  but  was  called  the  Point  Pleasant  District 
School,  and  was  held  in  a  small  wooden  building  which  stands  upon  the 
road  leading  to  the  North  Point. 

There  had  always  been  a  prejudice  against  Latin  as  a  study  in  the 
Select  School.  Where  the  whole  school  was  an  object  of  distrust,  this 
much-abused  study  might  be  expected  to  receive  at  least  its  full  share  of 
dislike.  The  town  yielded  at  length  to  the  popular  feeling,  and  in  1850 
instructed  the  committee  in  town  meeting  to  exclude  it  from  the  school* 
It  was  afterwards  permitted  the  principal  to  teach  it,  together  with 
Greek,  to  such  as  were  fitting  for  college,  and  gradually  it  was  reinstated 
and  came  back  to  its  own.  In  1852,  the  name  of  the  school  was  changed 
from  "  Select"  to  "  High." 

In  1851  a  school  for  colored  children  was  opened  in  a  building  on 
Wood  street  erected  for  a  Methodist  Church  by  the  colored  people.  The 
town  hired  this  building  for  this  purpose  several  years.  Afterwards  the 
school  was  held  in  the  Advent  Chapel  on  State  street.  In  18G4,  by  an 
act  of  the  State  Legislature,  this  distinction  of  color  in  the  public 
schools  was  abolished.  In  1867  the  town  bought  the  Advent  Chapel  for 
$1,200.     It  has  been  in  use  nearly  ever  since  for  a  primary  school. 

In  1853  a  Second  Grammar  school  was  formed — second  only  in  point 
of  time,  however,  scholars  passing  from  it  immediately  to  the  High 
School,  as  from  the  first.  The  two  schools  were  quite  as  often  called  the 
North  and  South  Grammar,  as  the  First  and  Second.     The  South  Gram- 


302  Bristol. 

mar  was  accommodated  in  the  lower  part  of  the  Academ}T.  In  the 
autumn  of  1856  a  junior  department  of  the  Grammar  School  was 
organized,  and  held  its  sessions  in  the  upper  east  end  of  the  brick  school- 
house.  It  would  seem  that  this  was  partially  intended  to  take  the  place 
of  the  Intermediate  School,  since  this  was  dispensed  with  during  this 
year.  It  certainly  was  inferior  in  grade  to  the  Grammar  School, 
although  it  was  known  as  the  Branch  Grammar.  In  1863  its  character 
was  somewhat  changed,  although  it  remained  under  the  same  teacher, 
and  it  was  known  until  1866  as  the  Ungraded  School.  Since  then  it  has 
been  reduced  to  the  grade  of  Third  Grammar. 

For  many  reasons  it  was  thought  best  that  the  State  Normal  School 
should  be  removed  from  Providence.  Many  towns  of  the  State  made 
advantageous  offers  for  its  location,  Bristol  among  others.  The  Con- 
gregational Society  had  lately  erected  a  new  church,  and  several  of  the 
proprietors  of  the  former  one  offered  to  surrender  all  their  interest  in  it 
for  the  use  of  the  school.  A  committee,  consisting  of  Byron  Diman, 
\V.  H.  S.  Bayle}',  John  Norris,  Samuel  W.  Church,  Nathaniel  Bullock, 
Robert  Rogers,  William  B.  Spooner  and  Messadore  T.  Bennett,  was 
appointed  to  confer  with  them  and  to  make  all  necessaiy  arrangements 
for  the  reception  of  the  school.  The  building  in  question  stood  in  Brad" 
ford  street,  just  east  of  Hope.  The  committee  bought  a  lot  of  land  on 
the  north  side  of  Bradford  street  of  Allen  T.  Usher  for  which  they  paid 
$2,067.50.  The  building  was  moved  upon  this  land  and  the  upper  part 
fitted  up  for  the  use  of  the  school.  It  was  divided  into  four  rooms,  a 
school-room,  with  two  recitation  rooms  and  a  library  at  the  rear.  The 
total  expense,  including  the  lot,  was  $2,496.65.  In  Ma}r,  1858,  the 
committee  was  discharged  and  the  rooms  put  in  charge  of  the  School 
Committee.  In  the  same  year  the  General  Assembly  of  the  State 
removed  the  school  to  Bristol.  Dana  P.  Colburn  was  at  that  time  prin- 
cipal. At  his  death,  Joshua  Kendall  was  appointed  to  fill  the  office,  and 
in  1862  was  elected  Chairman  of  the  School  Committee.  At  the  end  of 
the  summer  term  of  1863,  the  schools  of  the  South  District  were  regraded 
under  his  superintendence.  The  primar\T  schools  remained  unchanged, 
but  in  place  of  the  two  grammar  schools,  with  two  teachers  each,  three 
were  established  with  one  teacher  each,  and  known  as  the  First,  Second 
and  Third.  Two  Intermediate  schools  were  also  organized.  In  1870  a 
third  was  created.  In  1868  the  great  number  of  children  in  the  primary 
schools  made  another  school  of  that  grade  necessary,  and  one  was  estab- 
lished, known  as  the  Advanced  Primary.  In  1875  still  another  was 
formed.  Its  sessions  are  held  in  the  school-house  on  State  street.  The 
schools  of  the  South   District   are  now :  one   High  School,  three  Gram- 


Thomas  Shepard,  D.  D.  303 

mar,  three  Intermediate,  one  Advanced  Primary,  and  four  Primaiy 
Schools. 

Mr.  Kendall  retained  the  office  of  Chairman  until  his  removal  to 
Cambridgeport  in  1864,  where  he  still  resides,  and  where  he  is  at  the 
head  of  a  school  for  training  boys  for  Harvard.  With  Mr.  Kendall's 
resignation  of  the  prineipalship  of  the  Normal  School,  the  school  came 
to  an  end  for  several  3'ears  and  the  rooms  which  it  had  occupied  were 
left  vacant.  The  High  School  at  this  time  was  held  in  the  upper  rooms 
of  the  Academy.  In  the  spring  of  1865  the  committee  decided  to  place 
it  in  Normal  Hall,  where  it  remained  until  its  removal  to  the  By  field 
Building  in  1873. 

In  1859,  by  vote  take  in  town  meeting,  the  particular  course  of  study 
to  be  pursued  in  the  different  schools,  was  left  to  the  discretion  of  the 
committee.  In  1862  Dr.  Shepard,  who  for  twenty- five  years  had  been 
an  active  member  of  this  bod}-,  sent  into  town  meeting  a  message 
declining  a  re-election.  Once  before,  in  1849,  he  had  sent  a  similar 
message,  but  had,  at  the  urgent  solicitation  of  the  town  through  a  com- 
mittee appointed  for  that  purpose,  consented  to  remain.  The  town, 
therefore,  at  this  time,  felt  compelled,  however  unwilling,  to  accept  his 
decision.  John  B.  Munro,  Charles  Sherry  and  James  DeWolf  Perry 
were  instructed  to  frame  a  set  of  resolutions  expressive  of  regret  at  his 
withdrawal  and  of  appreciation  of  his  services  in  behalf  of  education. 
They  reported  the  following : 

"  WJiereas,  Thomas  Shepard,  D.  D.,  having-  in  a  written  communication  to 
the  electors  of  Bristol,  declined  being  a  candidate  for  re-election  to  the  School 
Committee ;  and 

"  Whereas,  He  has  served  actively  and  faithfully  for  a  term  of  twenty-five 
years  in  that  capacity ; 

Therefore,  Besolved,  That  the  citizens  hereby  express  their  grateful  apprecia- 
tion of  his  services,  and  regret  that  he  feels  compelled  to  withdraw  from  a  tield 
of  duty  which  he  he  had  so  long,  ably  and  acceptably  occupied. 

"Besolved,  That  these  resolutions  be  entered  on  the  Records  of  the  Town, 
and  a  copy  be  presented  to  the  Rev.  Dr.  Shepard,  and  that  the  same  be  published 
in  the  Bristol  Phenix. 

John  B.  Munro, 

J.  D'W  Perry,  j-  Committee." 

Charles  Sherry,  Jr.,    J 

Dr.  Shepard's  interest  in  the  schools  remained  the  same,  notwithstand- 
ing his  withdrawal  from  the  committee,  and  in  1867,  under  great  pres- 
sure, he   was  again  induced   to  accept  an   election  to   that  body.     He 


304  Bristol. 

remained  a  member  of  it  two  years,  doing  a  great  deal  of  work  in  the 
wa}'  of  visiting  schools — much  more  indeed  than  during  an}T  previous 
time  of  the  same  length.     In  1869  he  retired  finally. 

It  is  impossible  to  estimate  too  highly  Dr.  Shepard's  influence  upon 
the  public  schools  and  the  interests  of  education  generally  in  the  town. 
It  is  rare  that  a  man  remains  long  in  a  position,  at  once  so  laborious, 
responsible  and  thankless  as  that  of  an  active  member  of  a  school 
committee.  Yet  for  nearly  thirty  years  Dr.  Shepard  was  on  this  com- 
mittee, sometimes  as  Superintendent,  sometimes  as  Chairman,  some- 
times with  no  office  at  all,  but  always  foremost  in  every  good  work  and 
word  for  the  schools.  For  more  than  a  quarter  of  a  century  they  had 
his  cordial  personal  support  and  the  benefit  of  his  large  experience, 
sound  wisdom  and  reliable  judgment.  He  found  a  single  school, 
impeded  in  its  work  by  lack  of  a  well  regulated  plan  of  operations  ;  he 
left  a  system  of  schools  that  do  honor  to  him. 

Mr.  Gushee,  of  the  First  Grammar  School,  was  succeeded  by  Mr.  E. 
Rich.  He  had  previously  taught  in  the  North  District,  and  also  in  the 
Second  Grammar  School.  In  all  he  taught  seventeen  years,  with  one 
or  two  short  intervals  of  rest  on  account  of  delicate  health.  During  one 
of  these  intervals,  the  first  term  of  1856,  the  two  schools  were  consoli- 
dated under  the  care  of  Aaron  Porter,  the  teacher  of  the  Second  Gram- 
mar School.  Mr.  Rich's  health  forced  him  to  leave  altogether  in  1867. 
Upon  his  resignation  the  town  passed  the  following  resolution  : 

"Whereas,  The  citizens  of  the  Town  of  Bristol,  in  town  meeting  assembled, 
have  heard  with  deep  regret  of  the  resignation  of  Mr.  E.  Rich  as  teacher  of  one 
of  our  schools,  on  account  of  failing-  health  ; 

"Therefore,  Unsolved,  That  the  citizens  of  the  town  do  hereby  tender  to  Mr. 
Rich  a  vote  of  thanks  for  the  very  faithful  and  earnest  services  he  has  rendered 
the   town  during  seventeen  years  of  labor  as  a  teacher." 

At  a  committee  meeting  held  in  October,  1871,  the  subject  of  evening 
schools  was  considered,  and  it  was  decided  to  be  most  desirable  that  two 
such  schools  should  be  established,  one  for  bo}'s  and  one  for  girls.  On 
the  6th  of  November  these  schools  commenced  their  sessions,  the  boj's' 
school  in  the  school-house  on  State  street,  under  Henry  U.  Sayles  and 
Hattie  Frisbie,  and  the  girls'  school  in  the  brick  school-house,  under  H. 
Augusta  Coggeshall  aad  Annie  P.  Waldron.  More  teachers  were  soon 
needed,  and  sometimes  as  many  as  six  have  been  employed  at  once. 

These  schools  have  been  held  regulatTy  every  winter  since.  rIhe  ses- 
sions last  from  seven  to  nine,  and  are  held  four  evenings  in  the  week, 
for  five  months  of  the  year.     This  is  a  much  longer  term  than  is  common 


Evening  Schools.  305 

in  schools  of  this  kind,  three  months  being  the  usual  time.  No  children 
under  twelve  years  of  age  are  admitted,  except  under  peculiar  circum- 
stances ;  the  theory  being  that  up  to  that  age  the}*  are  not  in  any  of  the 
factories  and  are  in  some  of  the  day  schools — a  theoiy  which,  like  a 
great  many  others,  is  not  wholly  sustained  by  facts.  These  scholars 
are  mostly  operatives  in  the  manufacturing  establishments  of  the  town, 
and  considering  the  disadvantages  of  the  long  interval  of  seven  months 
between  two  successive  terms,  their  progress  in  some  instances  has  been 
very  gratifying.  This  is  especially  true  of  the  advanced  classes  of  young 
men  of  1872-'73-'74.  The  studies  pursued  are  Arithmetic,  Reading  and 
Spelling.  Oral  instruction  in  Geography  is  given,  and  the  advanced 
class  studied  English  and  American  histoiy,  higher  Arithmetic  and 
Algebra. 

As  long  ago  as  18-18  the  subject  of  a  new  school-house,  to  be  situated 
on  the  Common  was  discussed,  and  the  town  went  so  far  as  to  appoint  a 
Committee  to  inquire  into  the  expedienc}*  of  building  one.  They  re- 
ported unfavorably  to  the  project.  Since  that  time  the  subject  has  come 
up  several  times  in  a  desultory  way.  But  it  was  not  until  1871,  that 
the  citizens  of  Bristol  really  girded  themselves  up  for  the  undertaking. 
At  a  town  meeting  held  on  the  18th  of  March  of  tint  year  Mr.  William 
J.  Miller,  after  some  discussion,  introduced  the  following  resolution 
which  was  passed  unanimously  : 

-•  Resolved,  That  there  is  urgent  need  of  more  and  improved  accom- 
modations for  the  public  schools  of  this  town." 

In  consequence  of  the  passage  of  this  resolution,  the  School  Com- 
mittee were  appointed  a  special  committee  to  take  the  subject  into  con- 
sideration, to  ascertain  the  condition  of  the  school  buildings  and  to  re- 
port upon  the  advisability  of  erecting  a  new  building  centrally  located, 
and  capable  of  accommodating  all  the  schools  in  the  compact  part  of  the 
town,  together  with  an  estimate  of  the  probable  expense  of  the  same, 
and  such  other  suggestions  as  might  be  of  interest  in  the  premises,  and 
report  at  the  town  meeting  to  be  held  on  the  first  Wednesday  of  the  fol- 
lowing month. 

On  the  5th  of  April  this  committee,  in  the  person  of  the  Chairman, 
Rev.  George  L.  Locke,  reported  to  the  following  effect :  That  after 
thorough  consideration  and  careful  investigation,  the}*  wrere  forced  to 
say  that  the  condition  of  the  school  buildings  of  the  town  was  far  from 
what  -they  could  wish  ;  that  the  High  School  was  the  most  favorably 
situated,  having  large,  airy  and  well  lighted  rooms,  but  that  its  location 
was  objectionable  on  account  of  the  Town  Hall  below,  and  that  an}*  plan 
for  a  new  school  building  should  include  this  school ;  that  the  three  pri- 
20 


306  Bristol. 

mary  school-houses,  although  by  no  means  all  that  could  be  desired, 
were  not  as  bad  as  the  remaining  two  ;  that  these — the  old  brick  school- 
house  and  the  Academy — were  too  far  gone  to  be  put  into  proper  repair  ; 
besides  this,  that  the}'  were  badly  defaced  by  scratches  and  coarse  figures 
cut  either  by  the  scholars  or  by  outside  loungers.  The  committee  sub- 
mitted that  not  only  the  taste,  but  also  the  morals  of  the  pupils,  must 
be  lowered  by  continual  contrct  with  such  coarseness,  and  while  they 
were  far  from  advocating  needless  expenditure,  the}"  believed  that  a 
judiciously  liberal  sum  expended  on  a  new  school-house  would  be  better 
for  the  health,  the  minds  and  the  morals  of  the  pupils  and  the  town  gen- 
erally. 

The  report  was  long,  exhaustive  and  very  carefully  prepared,  and  met 
the  approbation  of  those  assembled  to  hear  it.  A  sub-committee  of  five 
had  been  appointed  to  inquire  into  the  expenses  of  such  a  building  as 
was  required.  They  visited  and  carefully  examined  school  buildings 
in  Providence,  Fall  River  and  Newport,  and  finally  decided  that,  all 
things  considered,  the  Coddington  School-house,  in  Newport,  most 
nearly  met  their  needs.  They  would  have  liked  to  recommend  a  two- 
story  brick  building  with  a  French  roof,  but  decided  that  three  stories 
were  needed,  as  the}7  wished  to  put  the  Primary  School  into  it.  They 
recommended  that  a  brick  building  containing  twelve  rooms  and  a  hall, 
on  the  general  plan  of  the  Coddington  School-house,  be  immediately 
erected  on  the  southwest  corner  of  the  Common,  and  asked  for  an  ap- 
propriation of  $40,000  for  the  purpose. 

The  town,  in  special  town  meeting,  voted  the  amount  asked  for, 
$40,000,  though  not  without  considerable  opposition.  The  opponents 
of  the  measure  offered  a  resolution  for  a  special  tax  to  be  levied,  cover- 
ing the  whole  amount  of  the  appropriation,  and  that  it  be  assessed  pre- 
viously to  June  6th,  1871,  and  payable  on  October  1st  of  the  same  year. 
This,  the  friends  of  the  new  school-house,  readily  accepted,  and  the  res- 
olution was  adopted.  A  Building  Committee  consisting  of  five  citizens 
was  elected,  and  things  seemed  to  be  in  train  now  for  a  new  school-house 
speedily.  But  the  affair  was  not  yet  settled  beyond  a  peradventure. 
The  opposition,  taking  advantage  of  their  own  proposition,  used  the  fact 
of  the  large  special  tax  that  was  to  be  levied  upon  the  tax-payers,  to 
increase  the  discontent,  and  at  a  special  town  meeting,  held  April  22d, 
rescinded  the  vote,  and  discharged  the  committee. 

The  friends  of  education  were  too  thoroughly  in  earnest  to  let  the 
matter  rest  here.  They  were  satisfied  that  a  large  majority  of  the 
tax-payers  of  the  town  were  in  favor  of  the  new  school-house,  and  they 
took  prompt  measures  by  the  circulation  of  a  petition  for   another  spec- 


Byfield  School.  307 

ial  town  meeting,  to  show  this.  This  meeting  was  held  on  the  6th 
of  June,  and  a  resolution  was  adopted  to  appropriate  825,000  for  the 
erection  of  a  new  school  building,  two-stories  high,  with  a  French  roof, 
to  be  paid  for  in  not  less  than  live  years.  James  Lawless,  John  R. 
Slacle,  Solon  IT.  Smith,  John  B.  Munro,  William  H.  West,  James  M. 
Gifford  and  Alfred  Pierce  were  chosen  as  a  Building  Committee. 
The*  Town  Treasurer  was  instructed  to  hire  money  from  time  to  time  on 
the  town's  notes,  to  meet  their  requisitions.  The  armory  (formerly  the 
Methodist  Meeting  House)  now  occupied  b}-  the  Light  Infantiy,  was 
removed  as  soon  as  possible,  in  order  that  work  might  commence  at 
once.  The  plan  submitted  by  C.  T.  Emerson,  architect,  of  Lawrence, 
Massachusetts,  was  adopted,  and  proposals  for  contract  received.  That 
of  J.  W.  Osgood,  of  Pawtucket,  was  accepted,  being  in  all  respects  the 
most  favorable  ;  but  before  commencing  operations,  the  committee  were 
obliged  to  ask  a  farther  appropriation  of  $15,000,  making  the  sum  forty 
thousand,  as  originally  proposed.  This  was  granted,  and  obtained  on 
the  same  terms  as  the  first  appropriation.  The  furnishing  of  the  build- 
ing cost  $4,700  additional.  On  the  30th  of  August,  1873,  the  first  day 
of  the  Fall  term,  the  schools  which  wTere  to  hold  their  sessions  in  it, 
moved  into  their  respective  rooms.  These  were  the  High  School,  the 
three  Grammar,  the  three  Intermediate  Schools  and  the  Advanced  Pri- 
mary School.  The  building  was  formall}-  dedicated  to  school  purposes 
Saturda}',  September  6th,  1873.  The  following  account  of  the  dedica- 
tion services  is  taken  from  the  Superintendent's  report  for  1873  : 

"  Saturday  morning  at  eleven  o'clock,  September  the  6th,  the  exercises  com- 
menced by  an  introductory  address  by  R.  S.  Andrews,  Chairman  of  the  Com- 
mittee of  Arrangements,  after  which  the  '  Jubilate  Deo,'  was  chanted  by  a 
select  choir. 

"Selections  from  Scripture  were  read  by  Rev.  II.  M.  Jones;  Dedicatory 
prayer,  by  Rev.  James  P.  Lane ;  address  and  delivery  of  the  keys  by  Captain 
James  Lawless,  Chairman  of  the  Building  Committee;  response  by  Rev.  George 
L.  Locke,  Chairman  of  School  Committee ;  an  address  by  Rev.  Thomas 
Shepard,  1).  D. 

A  flue  portrait  of  Col.  Nathaniel  Byfield  was  then  unveiled.  As  no  mention 
of  this  was  found  upon  the  programme,  William  J.  Miller,  Esq.,  was  called  upon 
for  an  explanation.  Mr.  Miller,  after  speaking  of  the  character  of  Judge  Byfield 
and  stating  why  it  was  eminently  proper  to  call  the  building  the  '  Byfield  School,' 
stated  that  after  seeing  the  original  painting  in  the  house  of  the  Hon.  Francis 
Brinley,  in  Newport,  he  thought  it  very  desirable  to  have  a  copy  placed  in  the 
new  school-house.  A  few  citizens  of  Bristol  contributed  the  necessary  amount 
and  the  work  was  accomplished. 

"  Addresses  were  made  by  Gen.  Ambrose  E.  Burnside,  formerly  of  this  town, 
and  Hon.  Francis  Brinley,  of  Newport,  a  descendant  of  Judge  Byfield.    '  Amer- 


308  Bristol. 

ica'  was  then  sung  by  the  choir  and  by  the  audience.  Right  Rev.  M.  A.  D'W. 
Howe,  D.  1).,  of  Pennsylvania,  a  native  of  Bristol,  made  an  interesting  address. 
The  Bishop  was  followed  by  Hon.  T.  W.  Bicknell,  Commissioner  of  Public 
Schools. 

"The  'Dedication  Ode,'   written  for  this  occasion  by  Right  Rev.  Dr.  Howe, 
was  then  sung : 

"DEDICATION    ODE. 

"  When  first  upon  this  rock-bound  strand 
Our  pilgrim  fathers  made  their  home, 
Beside  their  huts  with  pious  hand 

They  built  for  prayer  an  humble  dome. 

Soon  in  the  forest-clearing  rose 

The  Village  School  of  logs  unhewn, 
The  roof  was  green  with  hemlock  boughs, 

Through  creviced  wTall  the  light  was  strewn. 

The  fathers  toiled  and  fought  by  turns 

To  break  the  soil — repel  the  foe  ; — 
Th'  heroic  fire  that  inky  burns, 

Was  fanned  to  flame  that  roof  below. 

The  House  of  Prayer,  the  Village  School, 

These  were  the  muniments  of  power, 
The  strength  to  hold — the  skill  to  rule, 

Were  drawn  from  these  in  needful  hour. 

0,  shades  of  holy  men  and  brave, 
Whose  dust  lies  buried  round  these  wralls — 

Wake  from  your  tranquill  rest  we  crave, 
And  hover  o'er  these  votive  halls. 

The  full-grown  Village  School  behold, 

Planted  in  faith  by  works  displayed ! 
Your  logs  have  sprouted,  and  we  hold 

Our  festal  clay  beneath  their  shade. 

Come,  thronging  generations,  come, 

Here  gird  your  souls  for  generous  strife, 
Beneath  this  roof  find  Learning's  home, 

And  near  it  seek  the  Tree  of  Life ! 

God  of  our  Fathers,  still  maintain 

The  heritage  their  prowess  gave  ! 
Churches  and  Schools  henceforth  remain 

Th'  armories  of  the  free  and  brave ! 


Pee  sent  Organization.  309 

"  Addresses  were  afterwards  made  by  Professor  J.  Lewis  Diraan,  D.  D.,  of 
Brown  University,  and  by  His  Honor  Lieutenant-Governor  Van  Zandt. 

"  The  Doxology  was  then  sung,  and  Rev.  William  T.  Harlow  pronounced  the 
Benediction. 

"Messrs.  R.  S.  Andrews,  George  L.  Locke,  and  John  B.  Munro  were  the 
Committee  of  Arrangements. 

"  The  day  was  remarkably  fine;  the  large  hall  was  completely  filled  with  an 
attentive  and  an  intelligent  audience,  and  the  exercises  proved  of  an  interesting 
character.  One  of  the  most  pleasing  incidents  of  the  occasion  was  the  vigorous, 
earnest  and  appropriate  address  of  the  venerable  Thomas  Shepard,  1).  D.,  to 
whose  watchful  care,  judicious  management  and  deep  interest,  during  the  last 
thirty-five  years,  the  Public  Schools  of  Bristol  are  largely  indebted  for  what- 
ever merit  they  possess. 

"  The  opening   of  the   Byfield    School-House  was  considered   extremely  pro- 
pitious by  those  who  were  present  at  the  Dedication  exercises. 
"  For  the  Committee, — 

"  R.  S.  Andrews,  Superintendent." 

At  the  same  time  that  the  schools  moved  into  the  new  scbool-honse, 
the  Centre  Primary  School  was  removed  from  State  street  to  the  brick 
school-honse.  On  the  8th  of  December,  the  committee  for  the  first  time 
held  their  meeting  in  the  Superintendent's  office.  They  had  been  in  the 
habit  for  many  years,  of  using  the  Town  Council's  room  for  their  meet- 
ings. Mr.  William  J.  Miller  announced  that  a  portrait  of  Dr.  Shepard 
had  been  presented  to  the  school.  It  hangs  in^'the  hall,  on  the  east  side, 
near  the  stage.  It  was  painted  h\  Miss  Jane  Stuart,  of  Newport,  who 
also  painted  the  Byfield  portrait.  She  is  the  daughter  of  Gilbert  Stuart, 
so  renowned  as  the  painter  of  the  portraits  of  Washington. 

The  Town  Treasurer's  report  for  this  year,  1873,  shows  the  following 
condition  of  the  school  funds  : 

Fifteen  shares  Bank  of  Bristol $75  00 

Thirty-eight  shares  Commercial  Bank Value  unknown. 

Savings  Bank  028  00 

Town  Treasurer's  note 750  00 

Bristol  now  comprises  three  school  districts  :  the  Northeast,  contain- 
ing one  school ;  the  Middle,  containing  one  ;  and  the  South,  containing 
twelve.  The  whole  number  of  scholars  is  766  ;  of  schools  14 ;  of 
teachers  18.  The  following  is  the  list  of  the  committee  under  whose 
control  the  schools  are :  Rev.  George  L.  Locke,  Chairman  ;  Rev. 
James  P.  Lane,  Rev.  Howard  M.  Jones,  Rev.  Charles  J.  Rogers ; 
Robert  S.  Andrews,  Superintendent ;  Isaac  F.  Williams,  William  J. 
Miller,  John  B.  Munro,  Jonathan  D.  Waldron,  John  Turner,  Lemuel  A. 
Bishop,  LeBaron  Bradford,  William  Kimball,  William  Manchester,  Seth 
W.  Thayer. 


BUERILLVILLE 


By  Rev.  William  Fitz. 


Superintendent. 


This  town  is  seventy  years  old,  the  act  incorporating  it  having  passed 
in  the  3-ear  1806.  By  a  line  drawn  from  east  to  west  through  the  middle 
of  the  town  of  Glocester  that  town  was  divided  ;  the  southern  half 
retaining  its  original  name,  and  the  northern  half  taking  the  name  which 
it  now  bears,  to  the  perpetuating  of  the  memory  of  Hon.  James  Burrill, 
who  after  serving  his  native  State  of  Rhode  Island  at  the  bar,  on  the 
bench,  in  the  General  Assembly  and  in  the  Senate  of  the  United  States, 
closed  his  earthly  life  in  1820. 

In  the  year  1799  a  memorial  respecting  the  "  establishment  of  Free 
Schools  throughout  the  State,"  was  presented  to  the  Legislature  by  its 
author,  John  Rowland  Esq.,  of  Providence.  The  Legislature  referred 
the  subject  to  a  Committee,  who  reported  a  bill  at  the  October  session  of 
the  same  year.  "  This  bill,"  says  Mr.  Howland,  "embodying  a  general 
school  system,  was  drawn  up  by  James  Burrill,  Jr.,  Attorney  General  of 
the  State."  Here  in  this  scrap  of  history  Burrillville  is  united  with  the 
cause  and  patrons  of  public  education,  and  she  is  thus  placed  under  an 
historical,  as  well  as  other  bonds,  to  maintain  the  union. 

That  there  were  schools  within  the  territory  which  took  the  Attorney 
General's  name,  previous  to  the  division,  is  probable.  The  earliest  date 
at  which  any  school-house  was  built  was  the  year  of  the  division,  1806. 
Other  houses  were  doubtless  erected  about  that  time,  though  the  exact 
date  does  not  appear.  Within  eight  or  ten  years  after,  a  few  other 
school-buildings  were  put  up,  of  whose  histor}^  we  have  obtained  some 
facts,  though  by  no  means  so  many  as  to  make  anything  like  a  com- 
plete record.  Some  schools  in  the  earlier  history  of  the  town  were  held 
in  dwellings,  corn-cribs  and  shops.     Quite   a  number  of  the  older  citi- 


First  Schools.  311 

zens  attended  such  schools,  traveling  miles  in  some  instances  in  order 
to  "read,  spell  and  cipher." 

Some  of  these  citizens  too,  incline  to  the  opinion  that  those  days  of 
"  doing  the  chores  and  going  to  school"  two  or  three  months  only  in  a 
year,  were  better  than  the  present,  because  of  the  physical  exercise 
necessarily  required,  and  the  closer  application  of  mind  to  the  fewer 
studies.  A  few  dwellings  in  which  schools  were  kept  are  standing  to- 
day, and  the  sites  of  others  are  pointed  out.  Hon.  John  Walling  of 
Pascoag,  now  of  more  than  four-score  years,  went  as  a  scholar  to  a 
school  kept  in  the  house  of  Welcome  Sayles,  Esq.,  situated  east  of  the 
Pascoag  Reservoir,  and  near  the  dividing  line  of  the  town.  Into  that 
school-room  the  woman  of  the  establishment  would  come  once  a  week, 
in  school  time,  to  do  the  baking  for  her  family  in  the  long  brick  oven, 
built  by  the  side  of  the  ten-feet  wide  fire-place.  The  scene  thus  pictured 
for  us,  may  be  looked  upon  as  a  specimen  of  the  olden  time. 

There  were  also  "Proprietors'  Schools"  in  buildings  used  for  school 
purposes  only,  and  owned  by  one  person  or  by  several  persons  of  a 
neighborhood,  in  whom  dwelt,  and  by  whom  were  exercised,  all  the 
rights  and  powers  of  Commissioner,  Superintendent,  Committee  and 
Trustee.  But  with  the  growth  of  the  idea  that  every  chili  in  a  com- 
munity should  be  aided  freely  in  the  elementary  principles  of  a  thorough 
education,  these  limited  opportunities  of  instruction  disappeared,  as  but 
ripples  on  the  Lake  Superior  of  our  Public  School  system.  In  certain 
districts  there  were  nevertheless  what  were  called  /ree-schools,  but  they 
were  made  such  through  the  enlightened  liberality  of  the  districts, 
rather  than  03-  confoimity  with  the  laws  of  the  State  enacted  as  early  as 
1800  and  re-enacted  with  revisions  in  1828,  1839  and  1845. 

Nothing  relating  to  schools  appears  upon  the  records  of  the  town 
until  the  year  1828.  At  the  June  town  meeting  of  that  year,  two  Com- 
mittees were  chosen.  One,  consisting  of  twent}'-three  men  for  dividing 
the  town  into  districts.  Another  of  twenty-one  (the  largest  number 
allowed  by  the  act  of  the  Legislature  passed  in  the  same  year)  to  consti- 
tute the  School  Committee.  September  8th,  1828  town  appropriated 
for  schools  $300.  Money  received  from  the  State  in  1828,  $199.80. 
The  Committee  were  authorized  to  make  alterations  in  any  dissatisfied 
district,  u  the  expense  to  be  borne  by  the  district  that  complains." 
"  Voted  that  James  Paine's  house  be  a  bound  in  district  No.  8,  and  said 
Paine  has  his  liberty  to  go  where  he  pleases."  Eleven  school-houses 
with  schools  in  all,  in  winter,  only  one  kept  all  the  year,  were  reported. 

Number  of  inhabitants  in  1828,  2,164.  In  the  following  year,  1829, 
sixteen  persons  were  elected  as  School  Committee,  and  the  same  num- 


312  BURRILLVILLE. 

ber  was  annually  chosen  until  the  year  1846,  when  the  number  was 
reduced  to  six.  From  1847  to  the  present  time,  the  number  has  been 
three.  The  yearly  appropriation  for  schools  by  the  town  from  1828  to 
184  6  inclusive,  was  $300.  In  1847  one  hundred  dollars  was  added.  In 
November,  1846,  the  Committee  were  authorized  "  so  to  divide  the 
districts  as  not  to  divide  any  man's  home  farm,"  and  the  home  farms  were 
included  with  the  houses  in  the  several  districts.  In  June  1847,  the 
working  Committee  of  six  reported  ;  500  copies  of  the  report  were  ordered 
printed,  and  the  Committee  were  allowed  "  one  dollar  a  da}'  for  their 
services  the  past  year."  This  Committee  was  a  favored  one.  No  record 
of  any  allowance  for  the  Committee  appears  again  until  1855,  when  they 
v\ere  allowed  "one  dollar  a  day  and  the  expense  of  visiting  the  schools." 
In  the  same  }-ear  the  town  appropriated  as  in  the  year  preceeding  $600. 
From  1847  to  1857  the  reports  of  School  Committees  were  "read, 
accepted,  and  ordered  to  be  filed."  Since  1857  the}'  have  been  printed 
each  year.  To  Francis  II.  Inman,  Esq.,  of  Worcester,  the  writer  of  the 
first  printed  report,  whose  father  was  a  member  of  the  Committee  of 
1S28,  we  owe  the  pleasure  of  its  perusal.  Among  the  good  things  in  it 
we  extract  the  following  : 

"Although  the  Committee  have  found  many  things  not  as  they  would  wish  in 
the  schools,  and  the  place  they  occupy  in  the  feelings  of  the  people ;  yet  there 
are  some  redeeming  qualities  which  have  come  to  light  during  the  past  year. 
Among  these  they  would  mention,  as  not  the  least,  the  increased  sobriety  and 
consequent  industry  of  the  people.  By  the  returns  they  see  that  all  the  schools 
have  been  visited  much  more  frequently  than  heretofore.  The  increase  of  the 
school-fund  from  the  town  of  one  hundred  dollars  is  also  a  move  in  the  right 
direction." 

District  No.   1. 

A  more  extended  investigation  than  has  been  made  for  this  paper, 
might  have  revealed  the  location  of  the  first  school-house  in  town. 
It  may  have  been  in  District  No.  1,  known  as  the  "  White  School 
House,"  from  the  color  of  its  paint.  Just  in  front  of  the  present  house, 
in  this  District,  there  stood  on  the  "Commons,"  surrounded  b}'  the  high- 
way, a  one  stoiy  house,  of  antique  architecture,  and  old  fashioned  ar- 
rangements ;  its  seats  on  three  sides,  and  an  open  fire-place.  This 
served  until  1823,  when  the  one-story  having  been  raised  up,  a  lower 
was  added,  and  a  house  with  two-stories,  a  belfry  and  steeple  was  dedi- 
cated both  to  sound  learning  and  the  worship  of  God.  Then  and  there, 
surely,  religion  and  learning  were  joined  together.  The  citizens  of  the 
district  were  assisted,  says  Mr.  H.  A.  Keach,  the  author  of  "  Bnrrill- 
ville  as  it  was  and  as  it  is,"    by  Nicholas  Brown,  Esq.,    of  Providence. 


White  School -House.  313 

u  He  gave  the  glass  and  nails,  the  cash  articles,  for  the  White  School 
House."  Here  taught  in  their  turn,  and  in  their  own  way,  several  citi- 
zens of  the  town  who  are  now  living,  together  with  others  who  have 
passed  away.  Among  these  were  Rufus  Smith  and  his  son  Jarvis,  after- 
ward a  physician  in  Chepachet.  Of  this  man  we  learn  that  he  was 
much  esteemed.  Though  enforcing  his  authority  in  school  by  a  liberal 
use  of  the  ferule,  yet  he  would  play  ball  with  the  scholars  when  study 
time  w:is  over.  Israel  Tucker,  Charles  Mowry  and  Miss  Betsey  Brown 
also  directed  the  minds  of  the  youth  who  gathered  there.  "  My  first 
school,"  says  Miss  Brown,  "  was  taught  in  the  White  School  House,  in 
the  summer  of  1840.  This  building,  besides  being  used  for  a  meeting- ^ 
house,  also  contained  the  Burrillville  Library ;  teachers  were  not  then 
required  to  pass  an  examination,  or  have  a  certificate.  I  think  that  the 
Trustee  was  the  only  school  officer,  and  there  was  no  law  requiring  him 
to  visit  the  school,  consequently  it  was  not  officially  visited  during  the 
term.  My  pay  was  one  dollar  and  a  half  a  week,  and  board  round." 
The  library  thus  brought  to  notice  is  further  described  by  Mr.  H.  A. 
Keach,  who  himself  taught  in  this  district,  as  did  also  his  father,  Eddy 
Keach,  Esq.  :  "  In  1823,  the  farmers  collected  a  library  of  three  hundred 
volumes.  Rufus  Smith  was  the  first  librarian.  For  a  while  it  was  kept 
at  his  hotel,  which  was  the  old  red  house  in  the  corner  of  the  roads  near 
the  Tar  Kiln  Saw  Mill.  It  was  afterwards  kept  at  the  Smith  Academy 
(or  the  school-house),  and  finally  removed  to  the  dwelling  of  Coomer 
Smith,  who  for  many  years  had  it  in  charge.  In  1845  it  was  divided, 
and  the  shareholders  took  the  books  to  their  homes.5'  This  school-house, 
library,  academy  and  meeting-house  combined,  was  at  length  removed. 
The  house  now  used  for  a  school,  is  located  on  a  spacious  lot,  bounded 
on  one  side  onhr  by  the  highway.  It  was  erected  and  occupied  in 
18G3  at  a  cost  of $7G0.  Whole  number  of  scholars  in  1847  was  42,  aver- 
age attendance,  28  ;  whole  number  of  scholars  in  1875,  28,  average 
attendance,  23. 

Had  the  Democratic  prox  of  1876  been  successful,  the  town  would 
have  been  related  to  another  Attorney  General  of  the  State,  in  the  per- 
son of  Oscar  Lapham,  Esq.,  a  native  of  this  town,  and  a  former  teacher 
in  District  No.  1. 

District  No.  2. 

This  District,  called  the  "  Mount  Pleasant,"  probably  because  of  its 
elevated  situation,  pleasantly  overlooking  the  village  of  Slatersville, 
is  in  the  eastern  part  of  the  town.  The  school-house  formerly  stood 
on  the   "  commons."     The  School  Committee   in  their  report   for   1857 


314  BUEKILLVILLE. 

say :  u  The  location  of  the  school-house,  with  a  highway  on  four 
sides  of  it  and  no  play-grounds,  is  decidedly  bad."  In  1858  they  say 
"  the  benches  ought  to  '  front  face '  to  the  teacher."  In  1860  they  felt 
compelled  to  state  that  "  the  high wa}^  still  surrounds  the  school-house, 
occupying  the  play-grounds  which  the  scholars  ought  to  enjoy.  Some 
unsuccessful  efforts  have  been  made  to  remedy  this  evil.  If  nothing 
better  can  be  done,  tue  Committee  respectful^  recommend  that  prompt 
and  efficient  means  be  taken  to  move  the  highway  from  the  house"  In 
1866  the   district  voted  both  to  move  and  repair  the  house. 

The  Committee  of  1867  say  :  "  In  No.  2  a  most  excellent  work  has 
been  accomplished.  The  school-house  has  been  removed  from  the  high- 
wa}T,  and  placed  on  a  pleasant  site  surrounded  with  a  substantial  and 
ornamental  fence.  The  inside  of  the  building  has  been  entirely  remod- 
eled, and  furnished  with  seats  and  desks  for  the  pupils,  and  also  for  the 
teacher's  platform,  made  after  the  latest  and  most  approved  pattern. 
Large  blackboards  and  convenient  recitation  seats  have  been  supplied. 
The  exterior  of  the  building  has  also  been  repaired,  repainted  and  fur- 
nished with  blinds,  making  it  an  ornament  to  the  district."  More  recent 
efforts  have  further  contributed  to  make  this  a  neat  and  well  furnished 
school-house.     It  is  the  only  one  ever  owned  by  the  district. 

Here  excellent  teachers  have  labored.  One  of  them  who  taught  twenty- 
five  years  ago,  was  such  a  strict  disciplinarian  that  having  two  large  boys 
to  punish  he  procured  a  large  hickory  stick,  and  ordering  the  offending 
parties  to  join  hands  through  the  elevated  oven  of  the  stove,  which  was 
heated  several  times  hotter  than  usual,  he  stood  by  with  uplifted  hickory, 
threatening  its  use  if  they  unclasped.  Thus  were  they  melted  into  peni- 
tence. Whole  number  in  1847  was  21,  average  13  ;  whole  number  in 
1875  was  14,  average  7  ;  size  of  house  20x20,  11  feet  high  in  the  arch. 

District  No.  3. 

The  district  which  first  bore  this  number  was  known  as  the  "  Esten," 
the  house  belonging  to  it  standing  in  the  vicinity  of  "  Cripple  Corner." 
This  house  is  still  standing,  though  it  is  as  old  as  the  town  itself, 
having  been  built  in  1806.  The  dimensions  are  18x18,  8  feet  high. 
The  internal  arrangements  were  of  the  old  style.  In  1847  (though  we 
sincerely  wish  we  had  its  history  previously)  the  whole  number  of 
pupils  was  48,  average  30.  In  the  winter  of  1848-9,  we  find  William 
A.  Mowry,  then  19  years  of  age,  teaching  in  this  school,  having  31 
pupils,  20  boys,  11  girls.  He  showed  their  "young  ideas  how  to  shoot" 
through  the  alphabet,   spelling,   reading,    geography,  grammar,   mental 


Esten  District.  315 

and  written  arithmetic,  penmanship,  book-keeping,  algebra,  natural 
philosophy,  compositions  and  declamation,  showing  plainly  that  he  was 
even  then  possessed  of  many  and  varied  attainments. 

He  reported  the  house  as  "  ventilated  in  every  part."  Mr.  Mowry 
was  from  Uxbridge,  Massachusetts.  One  of  his  sisters,  who,  in  the  re- 
port of  1857,  is  called  "  a  teacher  of  experience  and  good  attaiuments,', 
taught  in  this  district.  For  several  3-ears  the  teachers  came  mostl}' 
from  the  same,  or  adjoining  towns  in  Massachusetts.  Mr.  M.  L.  Esten 
gave  " perfect  satisfaction  for  several  terms,"  though  he  was  a  native  of 
Burrillville.  In  years  subsequent  to  1860  there  was  a  rapid  decrease  in 
attendance,  so  that  in  1863  the  whole  number  was  20,  the  average  8. 
1864,  total  15,  average  7. 

In  1867  the  house  needed  thorough  repairing.  In  1868  the  committee 
briefly  state  that  it  "  needs  some  repair  and  should  be  remodeled." 
Total  for  the  same  year,  for  the  Summer  term,  17,  average  6  ;  for  the 
Winter  term,  whole  number,  6,  average,  2.  The  next  Winter,  1868,  the 
average  attendance  was  only  one,  and  the  Committee  thought  it  advisable 
to  discontinue  the  district. 

In  1871,  No.  3  was  given  to  District  No.  16,  known  as  the  "  Nason- 
ville,"  which  number  it  still  has.  Reviewing  the  history  previous  to  the 
erection  of  the  present  school  building,  we  learn  that  schools  were  kept 
in  private  houses  and  shops.  One  building  used  for  a  school  was  con- 
sumed by  fire  thirty-five  years  ago.  James  O.  Inman,  Esq.,  went  to 
school  in  this  village,  since  which  time  he  has  taught  school  as  well  as 
acquired  the  enviable  reputation  of  manufacturing  all  wool  goods  of  a 
superior  quality.  Here  too,  we  believe,  Mr.  Mowry  taught  his  first 
school,  in  a  room  which  he  describes  as  22x12  and  8  feet  high  with  five 
long  desks  and  benches  for  smaller  scholars,  having  registered  53,  with 
an  average  daily  attendance  of  35.  He  wTas  not  then  teaching  such  a 
variety  of  studies  as  we  afterwards  found  him  engaged  in,  for  his  term 
here  ran  from  December  6th,  1847  to  April  7th,  1848,  and  in  the  other 
district  through  the  winter  of  1848-9.  Here,  he  had  in  money,  $12  a 
month,  there,  $15,  and  perhaps  felt  that  he  could  afford  to  teach  three 
more  branches,  for  the  extra  three  dollars.  The  size  of  the  black- 
board in  each  place  was  3x3J  feet.  It  may  encourage  youthful  and 
aspiring  teachers  to  know  that  Mr.  Mowry  did  not  attain  eminence  with- 
out some  cryiiig  as  well  as  trying,  and  the  tears  which  he  shed  over  the 
dullness  and  demerits  of  his  pupils,  are  carefull}'  bottled  in  their  mem- 
ories. 

For  the  following,  Mr.  Mowry  merits  and  will  please  accept,  our  hearty, 
thanks. 


316  B  URRILL  VILLE . 

Providence,  April  1,  1876. 
Rev.  Wm.  Fitz,  Superintendent  Public  Schools : 

Dear  Sir  : — You  ask  nie  to  give  you  some  reminiscences  of  my  teaching  in 
Burrillville. 

I  have  a  vivid  recollection  of  my  first  crude  attempts  at  teaching  school,  of 
my  inexperience,  and  ignorance  of  methods,  but  of  honest  purpose  and  earnest 
desire  to  do  my  best,  and  to  win  success  by  deserving  it. 

My  first  school  was  at  Mohegan  in  the  winter  of  1847-8.  I  had  been  encouraged 
by  my  teacher,  Alexander  Meggett,  Esq.,  now  of  Wisconsin,  to  "keep  school." 
In  accordance  with  his  suggestion,  I  made  application  in  November  1847,  in 
several  districts  of  that  vicinity,  but  in  most  of  them  found  that  the  "  master'' 
had  already  been  "  hired."  Failing  elsewhere  I  applied  to  Mr.  Isaac  Walling,  the 
Trustee  in  the  district  which  comprised  Nasonville  and  Mohegan.  I  gave  him 
my  references,  and  he  was  to  inform  me  of  his  decision.  A  few  days  later  he 
called  at  the  school-house  where  I  was  a  pupil,  in  Slatersville,  and  said  that  he 
had  concluded  to  give  me  a  trial.  The  school  was  to  commence  on  the  "  Mon- 
day after  Thanksgiving,"  according  to  custom.  I  was  to  have  §12.00  a  month 
ami  board. 

On  the  morning  to  begin  I  presented  myself  at  the  school-house  in  Mohegan, 
armed  with  my  "  certificate  of  approbation,"  signed  by  Rev.  Mr.  Lord  and 
Lyman  Copelancl,  Esq. 

The  school  was  a  large  one,  numbering  over  fifty,  and  was  kept  in  a  room  in 
Mr.  Harvey  Thayer's  house,  just  over  his  boot  shop.  Imagine  a  school  of  that 
number,  of  all  ages  from  four  to  twenty,  in  all  studies,  and  in  all  parts  of  the  seve- 
ral books,  from  a  large  class  in  A  B  C's  to  parsing,  cube  root,  and  history ; 
packed  into  a  room  11X22  feet,  and  about  7  feet  high,  over  a  shop  where  a  deaf 
and  dumb  man  made  boots.  There  was  one  good  thing  about  the  arrangement. 
We  could  not  disturb  him  by  our  noise. 

There,  witli  temporary  long  desks  and  plank  seats,  we  labored  with  the 
utmost  fidelit}r — teacher  and  scholars— through  the  long  winter  term  of  sixteen 
weeks. 

General  good  feeling  prevailed  between  pupils  and  teacher,  and  I  have  often 
thought,  that  in  spite  of  my  youth  and  inexperience,  it  was  the  best  school  I 
ever  kept.  We  worked  hard.  We  cyphered  through  the  rule  of  three,  square 
and  cube  root,  we  bounded  every  country  on  the  globe,  we  attended  spelling 
schools,  speaking  schools  and  parties,  indulged  in  sliding,  snow  balling  and 
skating.  The  pupils  tried  to  give  the  "master"  a  "sum"  that  he  could  not 
"  do,"  and  in  turn  the  teacher  would  try  to  find  words  that  the  big  girls  and 
boys  could  not  spell  and  conundrums  that  they  could  not  guess.  I  was  but 
eighteen,  not  large,  wore  a  cap  and  a  circular  cloak. 

As  I  passed  through  the  village  on  my  way  to  the  school-house  the  first 
morning  of  the  school,  some  one  who  saw  me,  remarked  to  the  Trustee :  "Is 
that  boy  going  to  keep  our  school?  He  never  will  succeed."  It  was  very  grati- 
fying, however,  when  the  Trustee  told  me  the  circumstance  at  the  close  of  the 
tour  months' term,  in  the  spring,  to  hear  him  emphatically  say:  "But  nobody 
says  anything  about  the  boy  now.  Everybody  says  it  is  the  best  school  we  ever 
had." 


Letter  from  Wm.  A.  Mowey.  317 

I  boarded  through  the  winter  at  Mr.  George  Walling's,  in  the  old  house,  at 
what  was  known  as  "  Cripple  Corner."  "  It  was  a  pleasant  family  and  a  good 
home. 

The  following  winter  I  taught  the  school  in  the  "  Esten  Neighborhood,"  the 
district  adjoining. 

The  school-house  was  an  old  one,  having  been  built,  I  think,  in  1806.  On  the 
west  side  was  the  entry,  the  great  chimney  and  the  clothes  closet.  On  each  of 
the  other  sides  was  a  long  desk,  reaching  the  whole  length  of  the  room,  with  a 
seat  behind  it,  the  wall  forming  the  back,  and  a  low  seat  in  front,  for  the  little 
children.  The  seats  were  two  inch  chestnut  plank,  as  black,  and  some  portions 
as  smooth,  As  poiished  ebony. 

The  stove  stood  in  the  centre  of  the  floor.  When  one  wished  to  leave  his 
seat,  he  must  jump  over  the  desk,  or  make  all  the  others  between  him  and  the 
end  of  the  seat  move  out  to  let  him  pass. 

There  was  a  black-board  nearly  two  feet  wide  and  three  feet  long.  The 
teacher's  desk  was  perhaps  a  foot  wide  and  eighteen  inches  long,  and  was  nailed 
up  against  the  wall. 

Windows,  with  no  curtains,  let  in  the  light  on  the  three  sides,  and  the  sun 
aided  the  lire  in  the  stove  in  keeping  the  room  warm.  This  was  quite  necessary 
on  account  of  the  generous  provision  for  ventilation.  Many  holes  and  large 
cracks  were  visible  in  the  floor,  and  as  the  underpinning  on  either  side  was 
quite  open  there  was  always  a  good  draft  of  air  upward  through  the 
floor.  There  were  holes  also  in  the  sides  of  the  building,  especially  along  the 
edge  of  the  scat  next  the  wall.  And  there  were  openings  in  the  ceilings  above, 
giving  a  good  draft  when  you  did  not  want  it. 

The  school  was  not  as  large  as  that  at  Mohegan,  but  numbered,  if  I  remember 
rightly,  about  thirty.  The  scholars  were  of  a  very  respectable  class,  generally 
intelligent,  coming  from  families  of  sober,  honest,  New  England  yeomanry  of  the 
old  stock.  The  descendants  of  Hon.  John  Esten,  formerly  judge  of  the  old  time 
court,  formed  a  majority  of  the  families  and  the  scholars. 

The  history  of  this  district  furnishes  a  striking  illustration  of  the  change  that 
has  come  over  New  England  during  the  last  twenty-five  or  thirty  years. 

Of  the  children  of  lion.  John  Esten,  the  following  settled  on  farms,  either 
upon,  or  adjoining,  the  old  homestead,  and  there  passed  their  days,  died  and  were 
buried,  only  one  of  them,  I  think,  being  alive  at  the  present  time:  John,  Jr., 
Benjamin,  Buffum,  and  Amasa.  I  cannot  now  recall  a  single  family  in  the  district 
at  that  time,  whose  parents  did  not  live  in  that  immediate  vicinity  :  showing  the 
general  disposition  in  those  days  to  remain  near  the  old  homestead  and  to  follow 
farming.  Now  nearly  all  of  the  children  of  these  four  sterling  men  have  gone 
away,  to  the  east  and  the  west,  to  the  factory  villages  or  the  cities,  and  are  en- 
gaged in  The  various  callings  and  professions  of  life.  Among  them  maybe  found 
teachers,  doctors,  merchants,  manufacturers,  mechanics  etc.,  but  very  few  of 
them  are  cultivating  the  land;  while  the  old  school  district,  which  forty  years 
ago  numbered  between  forty  and  fifty  scholars  in  school,  I  understand  is  now 
abolished,  there  being  only  three  or  four  children  of  proper  school  age  in  its 
borders. 

After  finishing  the  long  term  of  four  months  in  this  school,  during  which  time 
I    "boarded  around,"   and  became  well   acquainted  with  the  families  of  the  dis- 


318  BURRILLVILLE. 

trict,  and  receiving  my  salary,  $15.00  a  month;  I  was  invited  to  "keep  out,"  i,  e., 
to  finish  the  term  in  the  Mohegan  district;  the  master  whom  they  had  hired 
not  having  been  able  to  carry  on  the  school,  by  reason  of  the  superior  physical 
strength  of  some  of  the  larger  and  older  boys.  I  accepted  the  offer,  and  finished 
the  school,  "keeping  out"  the  money.  Here,  also,  I  boarded  around,  to  make 
the  money  last  the  longer.  When  the  money  was  expended,  I  remained  through 
the  spring  and  into  the  early  summer,  keeping  a  private  school  and  receiving  10 
cents  a  week  tuition  for  the  younger  pupils  and,  I  believe,  lGf  cents  a  week  for 
the  older  ones.  During  the  summer  and  fall  following  I  taught  in  the  Mount 
Pleasant  District — a  very  agreeable  school,  though  smaller  than  either  of  the 
others  and  consisting  of  a  younger  set  of  pupils.  This  completed  my  experience 
in  the  schools  of  Burrillville. 

In  those  days  there  were  but  very  few  foreigners  in  the  rural  districts,  nearly 
all  the  families  being  of  the  good  old  sturdy  class  so  well  known  as  the  New 
England  yeomanry.  A  single  winter  following  the  experience  above  mentioned, 
completed  my  teaching  in  district  schools,  but  rarely  have  ever  I  met  more  earn- 
estminds,  or  witnessed  greater  progress  than  among  those  boys  and  girls  of  the 
three  north-eastern  districts  of  Burrillville. 

Very  respectfully, 

William  A.  Mowry. 

In  consideration  of  his  "  desire  to  assist  in  diffusing  the  benefits  of  a 
good  common  school  education  among  the  inhabitants"  of  this  district, 
Leonard  Nason,  Esq.,  deeded  to  them  a  lot  of  land  for  a  school-house  in 
December,  1849.  There  is  a  tradition  that  he  also  contracted  to  build 
the  house  for  a  stated  price.  He  built  larger  than  the  specifications  re- 
quired, intending  to  donate  what  was  in  excess  of  the  contract.  But  the 
district  would  not  accept  the  gratuitous  enlargement,  wherewith  Mr. 
Nason  proceeded  to  tear  it  down,  confining  himself  strictly  to  the  dimen- 
sions of  the  contract.  He  would,  but  they  would  not.  The  present 
house  in  the  district,  which  is  the  one  he  built,  was  completed  in  1850 
at  an  expense  of  $800  or  $1,000.  In  the  winter  of  1852-3,  J.  O.  Inman 
taught  for  $18  a  month,  boarding  around;  pupils,  45  —  average,  37. 
Report  of  School  Committee  for  1857  refers  to  removals  from  the  dis- 
trict as  lessening  the  attendance  at  school.  Parents  declared  themselves 
satisfied  with  the  school  and  therefore  did  not  visit  it.  Mr.  Thomas  B. 
Staples,  of  this  town,  taught  successfulty  in  1858-9.  "  The  district  is  in 
possession  of  a  very  good  house.  Its  location  is  pleasant  and  its  inter- 
nal arrangements  very  convenient."  18G2. — "  The  morals  of  the 
pupils  wrere  sadly  neglected."  "  It  has  been  intimated  to  the  Com- 
mittee that  the  parents  in  this  district  objected  to  having  their  chil- 
dren property  corrected  ;  if  so,  the  blame  is  not  wholty  with  the  teacher." 
1864. — Ellen  M.  Steere,  "  one  of  our  good  teachers."     1867. — Summer 


Glendale.  319 

school ;  whole  number,  96 — average,  56  ;  "  the  house  will  soon  need  en- 
larging to  accommodate  a  graded  school."  1872. — The  number  not  so 
large  since  1870.  Mrs  Ellen  M.  Walling  had  been  employed  for  two 
years  ;  Committee  speak  in  her  praise  and  regret  that  she  was  to  retire 
from  her  profession.  1873. — Committee  announce  death  of  Mr.  George 
D.  Colwell,  -'  one  of  our  most  promising  teachers,"  who  taught  a  spring 
term.  1874. — Winter  term  taught  by  Miss  Dora  Walling.  Whole 
number,  33. 

District  No.  4. 

Formerly  called  "  Ne well's  Mills,"  there  being  a  grist  mill  here  at  the 
time  ;  subsequently  it  was  the  "  Hines  "  district,  now  "  Glendale."  In 
1814  Mrs.  Lydia  Brown  taught  there,  being  then  eighteen,  and  now  eighty 
years  of  age,  yet  still  bright,  active  and  good.  She  states  that  on  the 
last  da}*  of  her  school  the  parents,  being  duly  notified,  came  together  at 
the  school-house  to  pay  her  for  her  services.  She  received  in  money, 
eight  shillings  a  week,  her  daughter  Betsey,  of  whom  we  have  already 
spoken,  received  only  one  shilling  more  in  1840.  How  much  to  be  pre- 
ferred was  the  custom  of  that  da}*  than  that  other  method,  which  compels 
one  to  collect  his  own  salary.  The  return  for  1848  describes  as  follows  : 
-'  Date  when  school-house  was  built?"  --not  known."  "First  cost?" 
u  do."  --Arrangement  of  seats?"  --on  the  most  approved  plan." 
"  Play  ground  ?  "  -'  the  highway."  "  Size  of  school-room  ?  "  --  20  x  20, 
13  feet  high." 

The  returns  for  1847  and  1849  differ  from  this,  as  also  from  each  other 
in  the  height,  one  giving  11  feet,  the  other  12  feet.  The  reporter  for 
1856  disagrees  still  further,  giving  size  of  room  19x19,  8  feet  high.  The 
same  in  answer  to  the  question,  when  the  house  was  built,  says,  "  I 
should  think  in  the  year  1."  Plow  ventilated?  -'By  cracks  and  other 
open  places."  It  remained,  however,  for  the  writer  of  the  Committee's 
report  for  1857  (the  next  printed  after  1847),  which  writer  was  undoubt- 
edly Doctor  S.  O.  Griffin,  to  convey  to  coming  generations  the  most 
graphic  description  of  the  place  where  the  school  was  held :  "  Both 
terms  were  taught  by  Miss  Mary  R.  Sayles,"  (afterwards  Mrs.  J.  L.  Phil- 
lips, having  already,  1876,  served  ten  years  as  a  Christian  Missionary  in 
India,  but  just  now  in  this  country,)  "  who  performed  her  part  in  a  very 
satisfactory  manner.  Her  mode  of  discipline  was  good,  and  she  mani- 
fested a  readiness  to  teach,  a  thoroughness  and  degree  of  ease  in  impart- 
ing instruction,  seldom  excelled.  The  scholars,  too,  were  active,  well 
disposed  and  made  very  respectable   proficiency   in  their  studies.     But 


320  BUKMLLVILLE . 

when  we  consider  the  place  where  the  school  was  kept,  we  are  utterly  at 
a  loss  to  understand  how  teacher  or  scholars  did  anything  at   all.     It  is 
a  little    '  7  b}T  9  '   structure,  jutting    into  the  lots  from   the   road    side, 
forming  a  ver\T  respectable  rod  of  fence  to  the   highwa}r,    presenting  the 
appearance  of  a  necessary  appendage  to  its  neighbor  opposite,  with  ca- 
pacity inadequate  to  the  accommodation  of  ten  scholars,  and  not  a  foot  of 
pla3'-ground  not   liable  to  be  encroached   upon  at  an}'  moment   by  what- 
ever may  travel  the  road ;  in  short,  minus  all  the  attractions  that    ought 
to  grace  a  modern  school-house,  and  in  this  sad  plight,  set  apart  as  a  fit 
place  to  educate  fifty-two   human  beings."      Mrs.  Phillips  also  mentions 
a  time  when,  on  account  of  water  which  had  risen  over   the  floor  of  the 
school-room,  herself  and    pupils  were    obliged  to    circumnavigate  on  the 
benches  and  desks.     Mrs.  Martha  Wilcox  also  taught  in  1847.  In  other 
districts  of  the  town,  also,    this  lady    performed  efficient    services    as    a 
teacher.     Mr.  S.  B.  Keach,  in  1854,  at  18  years  of  age,  was  an  instructor 
there.     Since  then  he  has  obtained  a  good  report  in  the  world  of  letters, 
and  his  flag,  bearing  the  motto,  "  The  friend  of  all — the  servant  of  none," 
floats  for  the  special   protection  of  the   Prohibitory  party,  over  "  Town 
and  Country."     From  the  report  of  the  Committee,  1858,  we  learn  that 
the  house  was  condemned  in  July   of   the    preceding   year.     'I  he    vote, 
however,  was   revoked,  on    account  of  the  financial    crisis,  in    the   hope 
that  a  more    commodious    house  could  be    secured  in    more    prosperous 
times.     In  1859,  there  was  a  "  proposition  to  form  a    new  district    from 
the  villages  of  Plainville  and  Oakland  and  their  immediate  surroundings." 
In  1860,  the  Committee  say  :  "  In  our  last  annual  report  we  alluded  to 
the  action  of  the  Committee  in  relation    to  the  division  of  the    district. 
That  decision  was  appealed  from  by  the  district,  and  overruled    by   the 
State  Commissioner.     Under  the  present  state  of  affairs  the  district    is 
erecting  a  new  house,  centrally    located,  sufficient  for  all   the  pupils  aud 
in  every  respect  creditable  to  all  concerned."     In  1861,  this  district  had 
erected    "  a  beautiful    and    commodious    house."     Whole    number,    99, 
average  attendance,  70.     This  is  the  house  which    is  being  used    by  the 
district  now.    The  "  Patriarch,"  against  which  so  many  shots  were  fired, 
still  stands  on  the  original  site,  having  been    converted  into  a    dwelling 
house.     "Within  three  years  the  present    school-house  has    been  well  re- 
paired and  painted.     In  1867,  an  enlargement  was  thought  of,    in  order 
to  establish  a  graded    school,  the  whole    number    being  82,  average,  51. 
In  1868,  the  district    was  divided    by  the  Committee,  an  appeal    was 
taken,  and  the  Committee  sustained   by  the  Commissioner.     There    was 
no  public  school  in  the  district  this   year,  the  house  being  let  for  a    pri- 
vate school.     The  voters  being  dissatisfied  with  the  decision  of  the  Com- 


Maple ville   District.  321 

missioner,  applied  to  the  Court.  In  1870,  the  report  sa}Ts :  "We  are 
gratified  that  a  final  decision  has  been  reached  on  the  appeal  of  parties  in 
District  No.  4,  which  settles  so  far  as  judicial  authority  can,  the  ques- 
tions involved  in  the  division  of  that  district.  This  decision  harmonizes 
with  that  previously  given  by  the  Commissioner,  and  sustains  the  ac- 
tion of  the  Committee."  The  Committee  opened  a  school  in  No.  4,  May 
31,  1869,  which  was  continued  during  the  year.  Since  1870,  though 
the  attendance  has  not  been  as  large  as  previous  to  the  division,  yet  the 
facilities  for  an  education  have  been  regularly  furnished. 

District  No.  5. 

This  is  the  "  Mapleville "  District,  once  called  the  "  Friends," 
because  the  Friends'  meeting-house  is  situated  within  its  boundaries. 
The  original  school-house  is  still  standing,  altered  and  used  as  a  dwelling. 
From  what  date  this  building  was  used  does  not  appear  exactl}-,  though 
the  probable  \-ear  is  1830.  Mr.  Nelson  Armstrong  states  that  previous 
to  that  year  a  school  was  kept  in  the  small  building  belonging  now  to 
him,  and  standing  near  the  roadside  in  front  of  his  present  residence. 
In  1847  the  older  part  of  the  house  now  used,  was  built  at  an  expense 
of  $800  or  Si, 000,  including  fence.  The  land  belonging  to  it  was  given 
b}T  D.  S.  Whipple,  Esq.,  on  condition  that  it  should  revert  if  used  for 
other  than  school  purposes.  A  "  dance  "  which  came  off  in  the  house 
about  the  time  of  its  dedication  raised  the  question  whether  that  was 
not  a  diversion  from  the  original  intent.  In  1849  two  terms  were 
sustained  ;  one  third  of  the  money  for  the  Summer,  and  two-thirds  for  the 
Winter.  It  was  customary  in  this  district  for  several  years  to  prolong 
the  school  by  levying  a  tax  equal  to  one  cent  a  da}-  on  each  scholar. 
Another  act  of  this  people  showed  the  grateful  politeness  which  they  felt 
oward  their  school  officers,  for  in  1864-5  thanks  were  voted  to  Trustees 
and  Clerks  for  their  efficient  services  ;  the  only  instance  discovered  of 
"thanks"  being  voted  to  any  school  officers,  For  some  time  this  was 
esteemed  the  best  school  in  town,  and  especially  so  during  Miss  Lydia  C. 
Armstrong's  connection  writh  it.  Her  name  is  honorably  mentioned  by  the 
Committee.  Much  interest  was  shown  on  the  part  of  the  parents.  In  1847 
the  whole  number  registered  was  fifty-one.  In  1857,  the  whole  number 
registered  was  one  hundred  and  six,  and  an  enlargement  of  the  school- 
housa  was  recommended.  Through  several  successive  years  the  school 
sustained  its  well  earned  reputation  chiefly  under  the  instruction  of  Miss 
Armstrong.  In  1864,  the  Committee  speak  of  the  leading  business  men 
as  not  only  attending  meetings  of  the  district,  but  as  subscribing 
21 


322  BURRILLVILLE . 

liberally  for  the  purchase  of  standard  books  and  apparatus  used  in  the 
school-room. 

In  1867,  the  matter  of  enlargement  was  again  agitated,  the  whole 
number  in  the  summer  term  being  105. 

In  1870,  the  Committee  report  an  addition  to  the  school-house,  at  a 
cost  of  about  Sl,300. 

In  1872,  the  school  was  a  success,  giving  evidence  of  faithfulness  on 
the  part  of  teachers,  and  application  on  the  part  of  the  pupils.  The 
average  attendance  in  the  winter  term  reached  95  per  cent,  of  the  whole 
number."  Miss  Emma  F.  Bullock  and  Miss  Alice  B.  Clarke  were 
teachers. 

District  No.  6. 

This  is  the  most  northern  and  one  of  the  oldest  districts.  It 
is  said  to  derive  its  name,  "Round  Top,"  from  the  shape  of  a  grist  mill 
which  formerly  stood  in  it.  Only  one  school-house  is  remembered  which 
is  the  one  now  in  use,  built  in  1808  at  a  cost  of  $300.  At  first  it 
occupied  the  corner  now  covered  b}T  the  house  belonging  to  Mr.  Jndson 
Sherman,  but  was  removed  to  its  present  location  a  few  rods  to  the  north 
of  the  old  site.  The  reason  for  the  change  ma}r  have  been  that  a  corner- 
lot  in  the  village  was  regarded  as  too  valuable  for  a  school.  In  1867, 
the  Committee  report  the  house  condemned  as  unfit  for  use.  In  1868, 
"  great  improvement  had  been  made.  The  house  had  been  remodeled, 
painted  and  furnished  with  new  windows  and  blinds  at  an  expense  of 
$300."  Former  customs  and  teachers  are  mentioned,  which  show  some 
things  curiously  done  in  by-gone  da}-s.  It  is  said  that  some  teachers 
imbibed  too  freely  and  would  go  to  sleep  in  the  school-room,  and  while 
they  took  their  rest  the  scholars  had  their  fun.  On  one  occasion  of  this 
sort  a  moderator  was  chosen  and  a  motion  for  adjournment  put.  Both 
teachers  and  pupils  would  sometimes  devote  the  school  hours  to  games 
of  chance  and  cheat,  in  an  adjoining  building,  going  out  with  impunity. 
Unruly  girls  were  punished  by  seating  them  between  two  boys,  the  boys 
being  told  b}T  the  teacher  to  u  crowd  up."  This,  however,  was  no  punish- 
ment to  the  girl  if  she  was  sandwiched  between  those  boys  who  were 
her  favorites.  Girls  were  made  to  stand  on  the  desks  with  a  body's  cap 
on,  in  order  to  improve  their  deportment.  Holding  nails  down  was  also 
assigned  to  disobedient  boys,  though  one  of  them  thought  aloud  that  it 
was  useless,  as  the  nail  was  "  alreadj-  down."  Asa  Paine,  Esq.,  one  of 
the  Committee  of  1846,  went  to  this  school  sixt}T  years  ago.  In  his 
school  days  teachers  brought  sticks  eight  and  ten  feet  long  into  school, 
so  long  that  the  offending  scholars  could  sometimes  be  reached  by  the 


"Round  Tor."  323 

teacher,  without  leaving  his  desk.  Heads  have  been  struck  together, 
doubtless  for  the  purpose  of  kindling  a  fire  among  the  brains,  and 
blisters  raised  on  hands  by  a  ferule  so  that  the  possessor  might  kk  take 
hold  "  with  the  mind,  and  palm  off  no  more  tricks.  Very  few  girls 
studied  arithmetic  in  his  boy-hood.  The  Bible  was  read  twice  a  day  by 
the  school,  but  there  were  no  devotional  exercises  at  the  opening  of  the 
morning  session.  "•  Boarding  round"  was  the  fashion,  according  to  the 
number  of  children.  One  man  told  a  teacher  that  his  proportion  would 
be  paid  when  the  dinner  was  half  eaten.  Mrs.  Martha  Wilcox,  to  whom 
we  are  indebted  lor  some  of  these  recollections,  is  of  the  opinion  that 
"boarding  round"  was  conducive  to  a  better  acquaintance  between 
teachers  and  parents  than  the  present  system,  though  it  had  its  dis- 
advantages ;  other  persons  speak  of  the  narrow  seats,  "  about  as  wide 
as  a  handsaw,"  on  which  the  little  children  would  go  to  sleep,  often 
rolling  off  on  the  floor,  to  be  picked  up  and  soothed  by  older  pupils  or 
teachers.  Children  have  been  sent  to  this  school  as  early  as  three  years 
of  age.  and  for  whose  sleep}'  heads,  pillows  were  sent  to,  and  kept  at, 
the  school-room.  Of  the  teachers,  Edward  Babcock,  Catherine  Harris, 
the  Misses  Sayles,  Annie  Shumway,  and  others,  are  among  the  long  and 
worthy  list.  In  1847,  the  whole  number  registered  was  26.  In  1875, 
14.  One  of  the  earlier  Trustees  of  this  district,  Daniel  M.  Salisbury, 
Esq.,  shows  a  large  manuscript  volume  filled  with  problems  from 
Daboll's  Arithmetic,  with  ornamental  headings  and  adorned  throughout 
with  plain  and  colored  drawings  of  things  in  heaven,  earth  and  under 
the  earth,  which  he  executed  when  a  boy  in  another  district.  Mr. 
Archer  Thayer  also  executed  a  similar  work,  which  has  been  shown  us  by 
Mrs.  Thayer,  to  whom  we  owe  additional  thanks  for  the  use  of  six  copies 
of  the  School  Committee's  Reports  for  as  man}'  different  years. 

Mrs.  Emeline  Eddy  Salisbury  recalls  the  days  of  her  schooling  in  the 
old  house  when  it  stood  on  the  corner.  Here  at  noon  the  scholars  (the 
master  usually  being  respected  enough  to  have  cooked  food  put  into  his 
pail)  would  procure  a  forked  stick  from  the  surrounding  birches  and 
roast  their  sausages,  holding  them  before  the  open  fire.  "  Up  into  the 
Arch  "  was  the  aim  of  the  large  boys,  i.  e.,  standing  on  desk  or  bench 
they  would  spring  upward  with  outstretched  arm  and  extended  fingers  in 
order  to  touch  the  centre  of  the  arched  ceiling.  In  this  way  the  father 
of  the  present  Trustee,  Stephen  Arnold,  "  made  his  mark,"  both  upon 
that  ceiling  and  the  memory  of  those  of  his  fellow  students  who 
witnessed  the  transfer  of  blood  from  the  end  of  his  fingers  to  the  arch, 
as  an  infallible  proof  that  he  had  touched  it. 


324  BURRILLVILLE, 


District  No.  7. 

This  is  the  Harrisville  District.  The  original  house  stood  where 
the  "Air  Line "  railroad  intended  to  cross  the  carriage  road  leading 
south  from  the  depot  of  the  Providence  and  Springfield  Railroad, 
then  "  in  the  woods."  Moved  out  of  the  woods  it  took  a  situation  in 
the  highway  or  "forks  of  the  road,"  fronting  the  present  school-houses  in 
this  village.  Whole  number  registered  in  1847  was  sixt}--seven.  This 
first  building  was  standing  and  in  use  in  1848,  being  described  as  20  by 
20,  8  feet  high,  with  the  old  style  arrangements  within.  The  territorial 
extent  of  the  district,  as  given  in  return  of  1850,  was,  "  length,  2| 
milds  ;"  "breadth,  2  milds."  In  1849  a  new  building  was  erected  on  the 
site  of  the  residence  now  owned  b}T  Mr.  J  Eagan.  This  was  32  x  26, 
10  feet  high.  The  location  not  being  satisfactory  to  all  parties  this 
building  never  was  occupied  there,  and  at  length  was  moved  to  the  lot 
now  holding  the  Primary  school-house.  It  was  afterwards  raised  up  and 
a  new  stoiy  added  as  it  is  to-day.  As  far  back  as  1831-2,  Miss  Abby 
Owen  (who  became  the  wife  of  Whipple  Sayles,  Esq.,  in  after 
time)  introduced  grammar  and  geography  into  the  school  for  the  first 
time.  Several  persons  bear  cheerful  testimon}*  to  Miss  Owen  as  a  model 
teacher  in  those  days.  Females  were  not  then  employed  in  winter  schools. 
Mr.  Dike  is  named  also  as  a  very  good  teacher,  highly  respected  for 
his  piet}T  and  high-toned  moral  character.  Thayer  Bellows,  son  of  Dr. 
Bellows,  of  Glocester,  though  "  small  in  stature,"  was  considered 
"  enough  "  for  the  largest  pugilist  who  went  to  school.  Having  chas- 
tised one  of  the  larger  girls  on  a  time,  the  larger  boys  were  inclined  to 
take  her  part  against  him  ;  but  using  his  ferule  with  rapid  severity  until 
it  broke  over  the  backs  of  the  rescuers,  he  sprang  to  the  stove  and  seiz- 
ing a  stick  of  wood,  assumed  such  a  warlike  attitude  that  the  rebellion 
was  completeh'  crushed  ;  and  as  if  he  would  have  a  fair  trial,  he  told  the 
bo}'s  he  would  meet  them  in  the  woods,  through  which  he  was  obliged  to 
go  for  a  mile  or  two  on  his  wa}T  home.  Those  were  days  when  physical 
courage  was  essential  in  a  teacher. 

For  the  following  sketch  of  another  teacher,  of  more  than  usual 
prominence,  we  are  indebted  to  Charles  L.  Steere,  Esq.  of  this  town  : 

Among  the  most  noted  and  longest  to  be  remembered  teaeliers  of  this  town, 
was  Calvin  S.  Keep.  Noted  for  his  zeal  in  the  cause  of  education,  his  versatility 
of  talent,  and  the  peculiar  and  thorough  method  of  transmitting  his  knowledge 
to  others,  as  well  as  his  modesty  of  manners,  purity  of  morals,  and  great  love  of 
science,  he  is  remembered  for  his  tall,  gaunt  person,  stretching,  when   erect,  to 


Calvin  S.  Keep.  325 

upwards  of  six  feet,  and  being  so  slender  and  loosety  put  together  as  to  give  him  the 
appearance  of  being  much  taller  than  he  really  was, — so  tall  he  seemed,  that  it  was 
said,  he  had  to  stoop  to  hear  it  thunder.  But  above  all,  he  is  remembered  for  his  ex- 
treme oddities,  not  only  odd  in  appearance,  but  odd  in  everything  that  appertained 
to  him  ;  every  word  and  movement  being  original.  His  legs  and  arms  were  long 
and  bony,  his  neck  after  the  same  pattern,  always  incased  in  one  of  those  con- 
trivances (doubtless  of  the  inquisition),  a  stock,  that  came  plump  to  his  chin, 
as  if  to  add  firmness  to  the  foundation  of  his  head,  the  crowning  glory  of  all. 

The  head  as  remembered  now,  after  thirty  years,  was  somewhat  peculiar.  It 
was  small  and  oddly  shaped,  with  eyes  large  and  prominent,  a  retiring  chin, 
largely  overshadowed  by  the  under  lip  which,  to  his  pupils  possessed  peculiar 
interest,  for  to  them  this  lip  was  as  the  barometer  to  the  signal  service,  or  its 
signals  to  our  merchant  marine ;  when  that  fell,  every  urchin  understood  they 
must  look  out  for  squalls.  He  was  a  rigid  Congregationalist  of  the  old  Puritanic 
stock,  and  believed  implicitly  in  the  sayings  of  Solomon,  especially  in  this, 
"  spare  the  rod  and  spoil  the  child,"  which  was  often  recited  in  school,  doubt- 
less in  order  to  give  accent  and  dignity  to  the  many  occasions  when  he  felt 
called  upon   to  obey  its  sentiments. 

Mr.  Keep  came  to  Burrillville,  if  our  memory  serves  us,  in  the  Winter  of 
1842-3,  from  the  town  of  Monson,  Massachusetts,  and  commenced  his  labors  in 
District  No.  8,  one  of  the  smaller,  and  at  that  time,  not  the  farthest  advanced 
in  the  sciences,  in  the  town.  It  would  be  interesting  to  know  with  what  feel- 
ings this  singular  man,  then  at  the  age  of  about  thirty,  a  stranger  in  that 
sparsely  settled,  uninviting  territory,  on  the  confines  of  Wallum  Pond,  and  the 
forests  of  Buck  Hill  and  Douglass,  commenced  teaching  the  rude  ideas  of 
this  region  the  paths  to  eminence,  in  that  little  school-house,  dropped  in 
the  forks  of  two  rough  country  roads,  innocent  of  paint  or  enclosure,  and 
little  larger  than  the  adjacent  corn-crib.  But  whatever  his  feelings  might  have 
been,  we  know  that  his  spirit  was  equal  to  every  emergency.  Did  the  door  lack 
a  hinge,  or  the  window-sash  its  glazing,  or  the  chimney  refuse  to  conduct  its 
smoke  upward,  his  ingenuity  remedied  the  evil  in  the  most  effectual  and  speedy 
manner,  and  no  carpenter's,  blacksmith's,  or  machine  shop  in  the  vicinity  where 
he  happened  to  be  located  but  contributed  its  facilities  to  further  his  plans.  He 
was  original  and  eminently  progressive  in  his  modes  of  teaching,  and  here  was  a 
rugged  field  for  the  exercise  of  his  abilities.  No  map  or  chart  hung  on  the  walls 
of  this  school-room,  no  blackboard  added  its  conveniences.  It  must  be  remem- 
bered, however,  that  this  was  more  than  thirty  years  ago,  when  our  public 
school  system  was  in  its  infancy,  and  before  Henry  Barnard  improved  and  de- 
veloped it. 

It  is  difficult  to  comprehend  at  this  day  how  a  school  could  be  conducted  with- 
out a  blackboard  or  its  substitute,  and  so  thought  Mr.  Keep  then,  therefore, 
with  his  own  hands  he  constructed  one,  the  first  introduced  into  the  schools  of 
this  town,  and  it  was  done,  we  imagine,  with  no  small  degree  of  satisfaction,  as 
he  was  exceedingly  skillful  in  the  art  of  drawing,  and  made  good  use  of  it  with- 
all.  But  it  seems  the  introduction  of  this  "  new  fangled  contrivance"  was  not 
very  highly  appreciated  by  the  simple  yeomanry  of  this  section,  and  he  was 
severely  taken  to  do  for  spending  so  much  time  in  figuring  and  marking  on  this 
board  when  there  were  several  slates  owned  by  the  older  scholars.      Whether 


326  BURRILLVILLE. 

this  was  the  cause  of  his  early  departure  from  this  field  we  know  not.  but  he 
remained  there  but  one  term,  when  he  applied  for  and  obtained  the  school  in 
District  No.  7,  where  he  commenced  at  the  next  Winter  term,  teaching  about 
four  years.  In  this  district  there  was  a  better  and  more  congenial  field  for  the 
prosecution  of  his  calling,  the  school  was  larger  and  no  opposition  was  made  to 
any  branch  or  mode  that  he  chose  to  pursue,  the  people  seeming  rather  to  enjoy 
his  peculiarities.  Here  he  introduced  the  blackboard  without  opposition,  as 
well  as  many  other  modern  aids  to  instruction.  With  the  help  of  some  mechan- 
ical contrivance  of  his  own  construction,  he  made  outline  maps  that  would  do 
no  discredit  to  those  hanging  in  our  schools  to-day— and  from  an  old  brass 
clock  he  built  a  very  serviceable  Morse  telegraphic  machine,  the  first  seen  in 
these  parts  by  any  resident,  lie  was  wont  to  operate  it  across  the  school-room 
with  wires,  for  the  admiration  of  parents  and  scholars,  explaining  at  the  same 
time  its  whole  modus  operandi.  Electricity  was  his  hobby,  and  many  were  the 
ingenious  and  interesting  arrangements  he  devised  to  illustrate  it. 

At  one  time  the  eye  and  its  functions,  with  the  theory  of  light,  was  the  subject 
of  investigation.  Eyes  of  different  animals  were  dissected  and  the  uses  of  its 
various  parts  illustrated  by  such  admirable  drawings  upon  the  blackboard  as  to 
impress  the  whole  matter  upon  our  minds  so  vividly  as  never  to  be  erased. 

Mr.  Keep  was  not  given  to  levity,  seeming  to  look  upon  life  as  of  too  serious 
a  matter  to  be  trilled  away,  yet  he  enjoyed  a  certain  kind  of  fun,  especially  what 
partook  largely  of  the  ludicrous.  One  source  of  amusement  as  well  as  instruc- 
tion was  a  magic  lantern  or  stereopticon,  which  Mr.  Keep  procured,  no  one 
knew  where  or  how,  but  he  had  the  lantern,  and  many  pictures,  a  considerable 
portion  of  which  were  made  b}'  his  own  hands  and  in  a  masterly  manner.  These 
were  exhibited  at  the  evening  meetings  of  the  school,  which  were  held  as  often 
as  a  sufficient  number  would  attend.  But  of  all  sources  of  recreation  or  diver- 
sion known  to  him,  the  violin  was-the  most  complete.  Did  life  become  burdened 
with  discouragements  and  disappointments  it  was  the  charm  of  the  violin  that 
dispelled  the  cloud.  Did  everything  go  wrong  in  school,  and  scholars,  as  they 
often  will,  become  restless  and  inattentive,  the  spirit  of  the  viol  was  invoked 
and  with  school  song,  in  which  all  were  required  to  join,  the  demon  discontent 
was  speedily  cast  out. 

In  conclusion,  Ave  will  relate  a  snow-balling  incident  wherein  our  hero  was 
somewhat  conspicuous.  There  had  been  considerable  difficulty  experienced 
during  the  snow-balling  season,  from  the  abuse  of  this  amusement;  it  had  become 
quite  a  serious  evil  and  one  very  difficult  to  remedy.  However,  it  was  deter- 
mined by  the  teacher  to  make  certain  bounds  around  the  school-house,  inside  of 
which  should  be  a  perfect  asylum  for  all  non-combatants  of  whatever  sex  or 
condition,  "but,"  said  the  teacher,  "  whoever  is  hit  with  a  snow-ball  while  out- 
side these  bounds,  except  when  going  to,  or  returning  from  school,  must  not 
complain  even  though  it  be  myself  who  is  the  sufferer."  Now  there  was  a  boy 
among  the  larger  scholars  who  never  forgot  a  wrong  or  an  opportunity  to  re- 
taliate, and  who  had  been  nursing  a  little  grudge  for  sometime.  It  so  happened 
a  few  days  after,  at  noon  time,  all  the  school  were  coasting  down  a  steep  hill, 
near  by  the  school-house.  It  was  a  glorious  day,  and  the  track  was  hard  and 
glassy,  while  the  sleds  went  like  the  wind ;  it  was  a  clay  to  be  enjoyed,  thought 
the  children,  and  doubtless  so  thought  Mr.  Keep,  as  he  appeared  upon  the  scene 


Letter  from  Hon.  George  H.  Browne.  327 

and  asked  the  loan  of  a  sled  for  a  ride.  The  largest  and  best  was  freely  offered 
for  his  use,  by  its  owner,  the  young-  rebel  who  had  been  watching  an  opportu- 
nity which  now  seemed  to  have  presented  itself  for  revenge.  So,  while  the  victim 
was  stowing  his  long  frame  upon  the  sled,  word  had  been  given  by  the  avenger, 
and  behind  his  back  twenty  boys  were  preparing  for  action,  and  as  soon  as  he  had 
passed  beyond  the  bounds,  hostilities  commenced,  and  such  a  shower  of  snow- 
balls as  rained  upon  that  luckless  back  might  have  pounded  the  breath  from  an 
ox.  There  was  some  anxiety  felt  for  the  result  among  the  more  timid  ones  for 
a  while,  but  Mr.  Keep  had  too  much  good  sense  to  treat  it  as  anything  more 
than  a  joke. 

Hon.  George  H.  Browne  is  also  remembered  as  a  teacher  of  great 
thoroughness  and  patience  in  this  district.  He  has  kindly  furnished  the 
following  reminiscences  : 

Providence,  April  9,  187G. 

Dear  Sir  : — I  have  little  to  communicate  about  the  Harrisville  school,  except 
the  mere  fact  that  I  did  "  keep  school  "  in  that  district  once,  so  long  since  that 
I  cannot  recall  the  exact  time,  much  less  anything  of  interest  that  occurred.  I 
think  it  must  have  been  forty  years  ago;  at  any  rate,  most  of  those  who  now 
are  the  fathers,  magistrates,  legislators  and  prominent  citizens  of  your  town 
and  community  were  school  boys  and  school  girls,  and  many  of  them  were  my 
pupils.  I  wish  I  could  flatter  myself  that  some  of  them,  at  least,  owed,  in  some 
small  degree,  the  eminence  they  have  since  attained  and  the  usefulness  they  have 
exemplitied,  to  my  teachings  or  the  precepts  I  endeavored  to  inculcate. 

It  was  in  those  good  old  days  when  the  "schoolmaster  boarded  round,"  and  I 
have  never  been  reconciled  to  the  abolition  of  that  most  beneficial  custom.  It 
carried  the  teacher  to  the  fireside  of  every  family.  He  learned  to  take  an  interest 
in  the  children  from  the  interest  and  anxiety  the  parents  displayed.  In  the  long 
winter  evenings,  by  the  blazing  open  fireplace,  he  had  much  time  to  question 
and  talk  with  his  pupils,  discover  what  were  the  peculiarities  and  needs  of  each, 
and  if  he  had  any  tact,  awaken  in  them  a  love  for  their  studies  and  for  books, 
which  the  school-room  furnished  comparatively  little  opportunity  fordoing.  The 
feelings  and  opinions  of  the  parents,  too,  were  freely  observed,  and  events  or 
processes  of  teaching  in  the  school  explained  and  thus  a  thousand  of  the  petty 
difficulties  of  "school  keeping"  avoided. 

But,  as  I  have  said,  I  do  not  remember  anything  of  note  that  occurred,  save  a 
great  snow  storm,  and  which  made  me  realize  vividly  that  touching  description  of 
a  man  perishing  in  the  snow  which  used  to  be  in  the  old  school  readers. 

The  Laphains,  the  Woods,  (both  Otis'  and  Tenner's  children,)  the  Clarks, 
Smiths,  Harrises,  Mowrys,  Steeres,  and  many  others,  were  constant,  and  before 
the  school  closed,  interested  and  studious  scholars.  Your  town  clerk,  trial  jus- 
tice, senator  and  others,  who  have  since  acquired  distinction  and  wealth  and 
reflected  honor  on  their  town,  were  pupils  of  mine  and  whom  I  am  proud  to  call 
my  life  long  friends. 

I  formed  also  in  "boarding  round"  an  intimate  acquaintance  in  each  family, 
which  in  almost  every  instance,  endured  as  long  as  the}T  lived. 


328  BlTRRILLVILLE . 

One  other  feature  of  the  old  school  machinery  we  practiced  quite  thoroughly 
that  winter,  viz.,  the  "  spelling-school,"  on  moonlight  evenings.  It  was  a  feature 
that  I  always  touched  with  much  hesitation.  Unless  a  "lively"  interest  and  em- 
ulation in  the  exercises  of  the  evening  could  be  awakened,  they  were  apt  to  affect 
the  discipline  of  the  day  school.  In  this  case  I  do  not  remember  that  any  such 
result  followed,  on  the  contrary  my  recollections  are  that  they  were  a  decided 
success. 

Yours,  etc., 

George  II.  Browne. 

Miss  Betse}'  Brown  taught  here  as  in  several  other  districts.  Such 
service  as  she  has  given  to  the  town  cannot  have  been  otherwise  than 
useful,  both  to  the  cause  of  education  and  religion.  She  recalls  sixteen 
of  her  scholars  who  have  become  teachers  ;  two  manufacturers,  one  law- 
yer, one  editor,  and  one  militaiy  officer.  The  first  set  of  outline  maps 
used  in  Harrisville  were  placed  there  by  her  in  1851  or  '52.  From  1850 
to  1856  this  district  was  disturbed  b}T  differences  which,  however,  were 
happily  adjusted,  so  that  the  Committee  of  1857  congratulate  the  people 
upon  the  return  of  an  amicable  state  of  affairs,  and  "  trust  that  the  same 
friendly  feeling  will  continue  to  exist,  and  that  the  school  will  continue 
to  rank,  as  it  really  does  now,  among  the  first  in  town."  Mr.  William 
Wilcox  was  Trustee  and  Misses  N.  R.  and  Ellen  J.  Saylos  were  teachers. 
In  1860  both  terms  were  taught  by  Mrs.  E.  M.  Steere,  an  excellent 
teacher,  who  has  "  seen  service,"  not  only  in  this  but  other  districts  of 
the  town,  which  has  been  pronounced  "  acceptable."  In  1867  there  were 
scholars  enough  for  three  departments  and  room  for  only  two.  Whole 
number  in  Summer,  159  ;  Winter  term,  176.  In  1869,  whole  number, 
Summer,  183  ;  Winter,  187.  In  1870,  the  larger  of  the  two  houses  now 
in  use  was  completed,  at  a  cost  of  about  $4,500.  The  report  of  1872  speaks 
of  Miss  Emily  A.  King  as  having  had  k*  large  experience,  and  a  thorough 
disciplinarian."  This  is  the  first  district  in  town  which  established  three 
grades  of  schools  in  as  man}^  rooms.  For  the  last  year  the  Primary  has 
been  m  charge  of  Miss  Dora  Walling  ;  the  Intermediate,  of  Miss  Evehn 
Steere,  and  the  Grammar,  of  Miss  Ellen  F.  Knight,  whose  work  has  been 
rewarded  by  the  devotion  of  the  school,  as  well  as  by  her  appreciation 
in  the  minds  of  all  concerned. 

District  No.  8. 

In  this,  the  "  Logee"  District,  there  was  a  school  before  the  present 
school  building  was  occupied  as  the  property  of  the  district.  The  num- 
ber in  attendance  in  1847  was  29,  with  27  in  the  }*ear  following.  The 
history  of  the  present  house    seems  to  be,  that  it  was  originally  a  store 


Wallum  Pond  District.  329 

situated  near  Wallum  Lake,  and  was  subsequently  purchased  b}T  Mr. 
Dorphin  Logee  and  moved  at  such  great  expense  and  trouble  that  those 
engaged  in  the  work  called  it  "  The  teacher's  sinking  fund."  This  was 
about  the  year  1825,  and  cost  $300.  In  1848,  there  was  some  talk  of 
building  a  new  house,  but  finally  this  house  was  purchased,  moved  about, 
and  an  addition  of  6  x  18  made  to  it.  Mr.  Logee  proposed  to  plant  trees 
about  it,  but  the}'  have  not  been  set  out  yet.  It  is  interesting  to  read 
with  what  particularity  the  agreement  was  drawn  up  between  Charles 
F.  Albee,  who  put  on  the  addition,  and  the  parties  acting  for  the  dis- 
trict. A  reading  of  this  document  leads  one  to  think  it.  to  have  been 
rather  hard  for  Charles  and  quite  eas}r  for  the  district.  The  attendance 
in  this  district  has  been  variable  ;  sometimes  equal  to  the  number  in 
1848,  but  oftener  less.  The  reports  from  1857  run  on  with  brief  notices. 
Some  excellent  teachers  have  had  their  first  experience  here.  They 
could  not  have  commenced  in  a  more  quiet  and  well  disposed  neighbor- 
hood. Here  Mrs.  J.  L.  Phillips  taught  for  $1.50  a  week,  and  so  anxious 
was  she  to  teach  that  rather  than  have  been  disappointed,  she  would 
have  taught  for  less.  In  1867  the  house  was  reported  in  tolerable 
repair.  In  18G9  it  was  thought  large  enough  for  the  scholars  of  district 
No  9,  and  a  consolidation  recommended.  For  the  remaining  years 
until  the  last  the  attendance  has  been  small,  yet  the  school  has  been 
uniformly  successful. 

District  No.  9. 

The  house  now  used  for  a  school  in  Wallum  Pond  District,  is  believed 
to  have  been  preceded  by  one  other  in  the  early  part  of  the  century. 
When  this  present  one  was  erected  is  a  matter  of  some  doubt.  The 
writer  of  the  return  for  1848,  says  it  was  built  in  1838,  and  cost  $400. 
In  1850  a  return  says  it  was  built  in  1842,  and  cost  $250.  This  return 
also  states  that  the  school  was  20  weeks  long.  Number  of  pupils 
registered,  37  ;  average  attendance,  21.  The  return  for  1855,  reports 
the  house  as  built  in  1841,  at  a  cost  of  $300.  Attendance  of  pupils  for 
this  year,  registered  21  ;  average  9.  This  return  is  for  a  school  of  29 
weeks.  A  petition  protesting  against  the  setting  off  of  certain  resi- 
dents of  the  district,  to  District  No.  8,  presented  to  the  town  com- 
mittee in  1846,  assigns  as  a  reason  for  the  protest,  "  that  a  new  school- 
house  has  been  recently  erected  in  the  district  and  these  certain  residents 
have  not  paid  their  tax  on  the  same."  So  much  for  the  date  of  the 
building.  There  is  also  a  variety  of  statements  in  regard  to  the  size  of 
the  building.  One  authority  gives  the  size  as  "  15  X  15,  and  archt" 
another  as  "  20  x  20,  and  10  feet  high." 


330  BuRRILLVILLE. 

Report  for  18G0,  speaks  well  of  the  teachers,  also  notes  improved 
attendance  of  pupils,  but  still  complains  of  want  of  interest  on  part  of 
parents.  Also,  says  "  the  house  is  unfit  for  school  purposes.  It  is  out 
of  repair,  location  is  any  thing  but  desirable,  and  all  its  surroundings 
are  unpleasant.  It  is  hoped  the  district  will  at  once  adopt  measures  to 
improve  the  condition  of  things.  If  this  matter  is  not  attended  to 
soon,  it  will   become  the  duty  of  the  committee  to  condemn  the  house." 

In  1869,  the  house  was  condemned,  and  consolidation  recommended 
with  No.  8. 

In  1872,  committee  report  the  school  as  the  least  satisfactor}' of  any  in 
town.  The  school  for  the  last  two  or  three  years  has  been  as  good  as 
could  be  expected,  considering  house  and  location.  The  attendance,  as 
for  several  years  previous,  has  been  small,  ranging  from  16  to  27  regis- 
tered, with  the  average  from  10  to  16.  During  this  time  it  has  been 
under  the  care  of  Mrs.  Mary  M.  Prouty,  a  motherly  instructress. 

District  No.    10. 

Overlooking  Wilson's  Pond,  at  the  corner  of  a  road  about  one  mile 
north  of  the  school-house  in  "  Laurel  Hill  "  District  stands  the  building 
which  was  used  for  school  purposes  in  earlier  da}'s,  known  as  the 
"  Jonah  Steere  house."  The  present  house,  or  one-half  of  it,  was  built 
in  1847,  costing  S700.  Size  of  room  then  finished  was  35  X  25  and 
10  feet  high.  Whole  number  in  attendance  in  1849  was  5G.  The 
character  of  the  school  in  previous  years  is  hinted  at  in  the  report  of 
the  year  1857,  which  says  :  "This  has  of  late  been  considered  a  hard 
school  to  govern,  but  during  the  last  year  no  difficult}*  occurred.  The 
summer  term  was  taught  by  Miss  S.  M.  Steele,  a  teacher  of  fine  literary 
acquirements."  -'  At  the  close  of  the  winter  term  considerable  time 
was  spent  in  preparing  for  an  exhibition.  This  is  a  matter  of  doubtful 
propriety,  for  we  are  disposed  to  think  the  time  could  be  more  profitably 
spent  in  the  regular  studies  of  the  school."  The  number  registered 
in  1858,  was  80.  In  the  winter  term  there  were  many  large  scholars 
who  did  what  no  scholar  ought  to  do,  viz.  :  "  questioned  the  authority  of 
the  teacher  in  regard  to  the  assignment  of  lessons.  The  teacher  was 
sustained  by  both  the  committee  and  commissioner,  though  the  com- 
mittee kindly  suggest  that  more  firmness  and  activit}*  on  her  part  would 
have  made  her  position  more  acceptable.  The  following  winter  saw  a 
master  installed  as  the  head  of  the  school,  but  failing  to  maintain  order 
be  was  succeeded  by  a  mistress,  under  whom  orderl}'  and  studious  habits 
were  secured.  Miss  Ann  E.  Crurf,  the  successful  teacher,  was  retained 
through  the  next  }'ear,  in  which  pupils  and  parents  showed  a  good  degree 


Laurel  Ridge.  331 

of  interest ;  whole  number  63.  Two  more  than  this  number  are  reported 
for  180 1,  who  were  instructed  by  Miss  A.  M.  Shumway  who  had  a 
"  happy  faculty  of  imparting  instruction,"  and  Miss  L.  M.  Smith  a 
graduate  of  the  Providence  High  School.  "  She  required  thorough  recita- 
tions, and  close  stud}'."  The  same  person  was  in  charge  the  following 
3'ear.  It  is  not  said  that  she  was  too  strict  and  thorough  for  the  good 
of  the  school,  but  too  much  so  for  popularity.  In  1863  we  find  the 
whole  number  to  have  been  173,  with  an  average  of  82,  and  the  house  is 
declared  too  small  and  poor.  Other  accommodation  was  provided  and 
Miss  II.  N.  Bates  who  was  a  "faithful"  teacher,  took  the  grammar 
department.  From  this  time  till  1871  everything  was  pronounced 
"  good,"  though  the  committee  were  not  forgetful  of  the  better  and  the 
best,  and  consequently  the}T  say  :  "  The  school  at  Laurel  Ridge,  one  of 
the  best  in  the  town,  is  worthy  of  a  better  house,  and  a  better  loca- 
tion than  the  present.  Aside  from  its  uninviting  aspect,  within  and 
without,  its  mudd}r  surroundings,  and  its  cramped  accommodations,  it  is 
so  arranged  as  to  be  especially  perilous  to  the  eyes  of  the  pupils.  An 
opinion  shared  b}~  subsequent  committees.  The  report  of  the  following 
year,  1872,  announced  the  names  of  Miss  Ida  M.  Gardner,  since  graduated 
at  the  State  Normal  School,  and  Miss  Dora  V.  Brown  (now  Mowiy), 
"  whose  employment  in  the  same  school  for  a  series  of  years  is  the  best 
evidence  that  she  merits  the  approval  of  her  patrons."  A  shadow 
rested  on  the  school  this  year  in  consequence  of  the  death  of  three  of 
its  members  of  small  pox,  which  invaded  the  town,  and  shortened  the 
term.  In  1874,  the  shaky  building  and  unsuitable  furniture  are  men- 
tioned as  in  keeping  with  the  location,  which  is  "altogether  too  much  on 
one  side  of  the  villages  furnishing  nearly  all  its  scholars."  In  1875 
slight,  but  insufficient,  repairs  were  made.  Number  in  Fall  term,  61  in 
Primary  ;  26  in  Grammar  school. 

District  No.  11. 

This  is  the  Pascoag  District.  The  children  of  this  neighborhood  in 
the  early  part  of  this  century  in  some  cases  attended  school  in  private 
houses.  In  other  cases  the}T  went  to  a  school-house  which  stood  near  the 
farm  of  Welcome  Sayles.  This,  however,  was  not  much  used  after  the 
division  of  the  town.  About  the  year  1824,  the  house  which  has  long 
been  known  as  the  "  old  red,"  was  built  in  the  village,  not  far  from  the 
residence  of  the  late  Joel  Paine,  Esq.  That  the  date  is  correct  the 
following  copy  of  a  paper  written  fifty-two  years  ago  will  show. 


332  BURKILL  VILLE . 


"  Burrillville,  December  24th,  1824. 
"  ]\Ir.  James  Irons  we  have  got  in  warm  debate  about  a  school-house  to  be 
sot  near  Henry  Andrews,  And  we  want  you  should  write  how  much  you  will 
give  towards  Building  the  same.  Our  western  nabours  want  to  git  it  on  the 
hill  by  Nicholas  Sayles,  but  if  you  will  Sine  pritaliberly  we  can  have  it  near  your 
house.     We  have  sent  you  a  copy  of  the  Siners  and  how  much  cash  has  sinecl." 

It  is  fair  to  infer  that  the  recipient  of  this  epistle  did  '« 'Sine  pritaliberly ," 
for  the  writer  and  his  coadjutors  gained  their  point.  Twent}T-one  years 
later,  the  bouse  having  attained  its  majority,  was  reported  as  "very  bad." 
Mr.  Emor  Smith,  in  that  year,  reports  himself  as  thirty-six  years  old, 
having  taught  sixteen  years,  mostly  in  this  State.  Whole  number,  68  ; 
average,  40.  From  1857  to  1863,  schools  were  held  as  a  variable  at- 
tendance required,  either  in  the  "  old  red,"  in  school-house  No.  2,  situ- 
ated on  the  opposite  side  of  the  same  road  westward,  but  used  for  a  brief 
period  only,  or  in  the  vestry  of  the  Baptist  church.  The  report  of  1862 
informs  us  that  "District  No.  1 1  is  entirety  destitute  of  a  house  that  will 
accommodate  more  than  a  fraction  of  its  scholars."  Immediately  fol- 
lowing, without  waiting  for  a  formal  vote  of  condemnation  of  the  old 
house,  the  citizens  of  the  district  took  hold  of  the  matter,  and  a  new 
house  arose  with  ample  room  for  the  time,  costing  about  S3, 000.  The 
committee,  in  speaking  of  this  house,  make  some  very  judicious  remarks 
in  relation  to  the  planting  of  shade  trees  around,  but  not  too  near  school- 
houses.  In  most  instances  the  people  have  been  very  careful  about 
not  planting  them  too  near.  The  effect  of  this  house  erected  in  1862-3, 
then  the  best  in  town,  was  beneficial.  The  year  after,  the  committee 
are  warm  in  words  of  commendation,  both  of  teachers  and  scholars. 
Emily  A.  King  of  Southbridge,  Massachusetts,  and  Lucy  W.  Smith, 
were  the  happy  teachers.  Total,  133  ;  average,  96.  From  this  year  this 
district,  and  to  its  honor  let  the  fact  be  rehearsed,  has  voluntarily  taxed 
itself  to  lengthen  the  terms  beyond  the  limit  allowed  b}T  the  State  and 
Town  appropriations.  This  tax  was  for  a  while  approved  by  the  whole 
Committee,  but  in  Februaiy,  1872,  the  chairman  or  clerk  were  authorized 
to  approve  any  such  tax  provided  that  no  school  should  be  kept  longer 
than  ten  months.  For  several  terms  Miss  C.  Pierce,  a  teacher  of  some 
celebrity,  instructed  in  the  grammar  department.  She  is  still  a  resident 
of  the  town,  teaching  in  a  select  wa}-,  and  interested  in  the  practical 
questions  relating  to  the  better  education  of  the  attendants  upon  our 
public  schools.  In  1871  appears  the  name  of  Mrs.  E.  F.  Harris, 
for  most  of  the  time  since,  and  at  present,  the  much  esteemed  and 
efficient  teacher  in  the  grammar  school.     The   primary   department  has 


Pascoag  Disteict.  333 

also  been  adorned  by  well  chosen  and  laborious  teachers  ;  one  of  whom, 
Miss  Alice  Logee,  (Angel!,)  has  recently  ended  her  labors  on  earth. 

For  some  time  the  primary  required  an  assistant  teacher,  and  the 
growth  of  the  school  made  a  larger  place  for  it  an  imperative  necessity. 
In  the  month  of  October,  1874,  a  new  house  with  three  stories,  in  mod- 
ern style,  and  with  modern  furniture,  costing  about  $7,500,  was  dedi- 
cated by  appropriate  services,  there  being  in  attendance,  and  delivering 
addresses,  the  outgoing  and  the  incoming  Commissioners,  Hon.  T.  W. 
Bicknell  and  Hon.  T.  B.  Stockwell.  The  occupancy  of  the  second  stoiy 
of  this  house  bj*  the  grammar  school,  allowed  an  intermediate  grade  to 
be  constituted  in  the  room  vacated,  and  thus  afforded  the  needed  relief 
to  the  Primary.  This  change  increased  the  number  of  schools  in  the 
town  to  twenty-one,  the  number  of  districts  being  fifteen. 

There  have  been  four  school-houses  proper  built  and  used  by  this  dis- 
trict, besides  the  use  of  the  Baptist  vestry,  which  was  fitted  for  a  school 
in  which  Rev.  D.  P.  Harriman  was  the  first  teacher,  who  was  also  chair- 
man of  the  committee  of  1846.  He  was  succeeded  in  the  vestry  b}*  Rev. 
A.  R.  Bradbury,  Mowry  Arnold,  Emeline  E.  Arnold,  (now  Steere,)  and 
others. 

Mr.  Moses  Salisbuiy,  the  "General,"  b}T  which  title  he  is  familiarly 
known,  himself  well  skilled  in  naming  things,  furnishes  some  facts  out  of 
his  clear  and  retentive  memory,  for  which  we  are  grateful.  He  first  at- 
tended school  in  "Clark  "  Daniel  Smith's  shop,  having  Rufus  Boulster 
for  a  teacher,  who  in  the  use  of  his  rod  one  da}T  struck  off  a  steel  button 
from  an  urchin's  coat,  which,  spinning  across  the  room,  came  so  near 
the  "General's"  knowledge  box,  that  he  never  forgot  it,  though  he  wTas 
then  only  six  years  old.  Nicholas  Jenks,  John  W.  Wood,  Mr.  Clark, 
William  Col  well,  Caleb  Crosby  are  named  among  his  other  masters. 
The  last-mentioned  taught  in  "Daniel  Sayles'  Shop,"  in  which  was  a 
large  oven,  and  beneath,  according  to  the  custom,  a  wood  hole.  During 
a  brief  absence  of  Crosby,  one  Smith  S.,  "  a  good  scholar,  but  a  great 
rogue,"  mounting  the  back  of  the  negro  boy  Pollock,  rode  him  around 
the  school-room.  The  master's  coming  being  announced  while  the  fun 
was  at  its  height,  Smith  drove  his  horse  into  the  open  wood  hole  and 
closed  the  door ;  Pollock,  too,  enjoying  the  joke.  The  master  enters, 
misses  P.  and  inquires  for  him.  The  tell-tale  face  of  Smith  led  Crosby 
to  ask  him  particularly,  who  promptly  replied,  "I  guess  if  you  look  in 
the  wood  hole,  you'll  find  my  black  colt." 

On  a  time  when  a  strict  law  against  whispering  was  in  force,  a 
roll  of  paper  was  pushed  over  the  desk  by  the  finger  of  another  lad, 
which  the  master  seeing,  the  "General "  picked  up,  put  into  his  mouth, 


334  BURRILLVILLE. 

gave  a  "chaw"  and  swallowed.  "What  was  on  the  paper?"  asked  Crosby. 
Of  course,  the  "  General"  knew  not,  and  the  other  boy  said,  "An  odor," 
meaning  order,  "  for  tobacco."  Better  in  all  cases  were  only  the  order, 
and  not  the  tobacco  swallowed. 

In  1*24  Mr.  Salisbuiy  finished  the  inside  of  the  "old  red."  He  was 
Trustee  in  1828.  He  made  blackboards  as  soon  as  any,  "fitted 
up"  the  Baptist  vestiy  and  assisted  in  starting  the  first  Sabbath  School 
in  the  old  red  school-house,  from  which  time  a  Sabbath  school  has  been 
sustained  in  the  village.  He  was  never  corrected  for  misdemeanors  in 
his  school  days,  which  may  confirm  to  the  initiated  that  he  was  even 
better  than  "a  four-pence  between  two  cents." 

District  No.  12. 

The  first  distri  it  having  this  number  was  formerly  the  "  stone  school- 
house  "  because  of  the  material  of  which  it  was  constructed.  At  a  later 
da}'  it  was  called  the  "  Eagle  Peak."  "  Eagle  Pick,"  according  to  the 
"  General,"  for  when  Henry  Clay  was  a  candidate  foi  the  presidenc}-  a 
political  meeting  was  held  in  this  district.  Some  one  with  chalk  drew 
a  picture  of  an  Eagle,  picking  at  the  head  of  Clay,  and  hence  "  Eagle 
Pick,"  the  "  Peak"  being  a  corruption.  From  some  equally  trivial 
circumstance  sprang  the  colloquial  appellations,  "  Monkey-town," 
"  Turkey-ville,"  "  Stub-ville,"  etc.  The  land  was  deeded  by  Mr.  Wash- 
ington Logee  to  revert  in  case  of  a  diversion  from  school  purposes. 
The  original  cost  is  set  down  at  $200.  Of  its  history  in  other  parti- 
culars we  have  no  record  until  1847,  when  the  whole  number  attending 
was  50 — average  35.  One  hundred  and  twenty  dollars  were  expended 
in  repairs  in  1848.  In  1855,  the  number  had  diminished  to 
27;  average  15.  School  reported  "good"  in  1857,  though  there  were 
no  visits  from  the  parents/  Arrangement  of  seats  in  1861,  "  bad," 
otherwise  in  good  repair.  In  18G4  change  of  teachers  every  term.  In 
1867  had  made  needed  improvements.  In  1870,  the  report  says  :  "  The 
house  in  Eagle  Peak  is  sadly  out  of  repair.  The  reason  wrhy  a  renova- 
tion of  this  house  has  not  been  urged,  is  a  decided  conviction  that  the 
educational  interests  of  the  people  in  this  district  can  be  secured  by 
another  and  a  better  arrangement.  A  large  part  of  the  pupils  in  this 
district  arc  within  a  short  distance  of  the  Pascoag  school,  and  the 
remainder  are  quite  near  to  the  Laurel  Hill  School.  If  there  are  any  in 
the  western  part  of  the  district  who  cannot  attend  either  of  these 
schools,  they  can  be  accommodated  in  the  Jackson  District."  In  1871, 
the  report   further  says :     "  At  the    commencement  of  the   year  3-our 


Jackson  District.  335 

committee  abolished  the  Eagle  Peak  District  and  divided  its  territoiy 
between  Nos.  10,  11  and  13.  We  regarded  it  as  a  waste  of  money  and 
a  positive  injury  to  the  scholars  to  continue  a  school  a\ eraging  only 
twelve  pupils,  located  within  three-quarters  of  a  mile  from  two  graded 
schools,  which  rank  among  the  best  in  the  town."  From  the  committee 
the  district  appealed  to  the  commissioner,  who,  after  fully  hearing  the 
case,  sustained  the  committee.  About  this  time  the  kt  Plainville " 
district  through  the  action  of  the  committee  dropped  the  No.  17  and 
took  the  No.  12,  in  order  to  fill  the  blank  in  the  tables  of  school  statis- 
tics. The  second  No.  12,  known  as  the  kt  Plainville  "  or  a  Oakland,'' 
(though  the  present  house  is  nearer  the  latter  than  the  former  village), 
was  formed  by  a  division  of  No.  4,  and  a  recent  alteration  of  adjacent 
boundaries.  For  some  time  a  school  was  kept  in  the  rear  part  of  a 
tenement  house  in  Oakland,  and  taught  by  Abbie  J.  Mowry  (Reynolds). 
The  place  was  poor,  the  teacher  good.  In  1873,  as  the  school  was  still 
continued  in  the  same  place,  and  no  ground  of  hope  of  a  proper  school- 
house,  the  superintendent  recommended  the  abolition  of  the  district. 
But  it  would  have  been  unwise  to  have  abolished  it.  So  the  district 
thought.  Steps  were  therefore  taken  which  resulted  in  the  giving  of  a 
lot  by  CMiarles  Whipple,  Esq.,  and  the  erection,  largely  through  the 
liberality  of  Mr.  Whipple  and  John  L.  Ross,  Esq.,  of  u  a  neat  and 
attractive  school-house,  with  a  pleasant  location  between  the  villages 
of  Oakland  and  Plainville,  which,  with  its  modern  furniture  and  fixtures, 
cost  about  $2,000."  The  erection  and  use  of  this  house  puts  an  end, 
let  us  hope,  to  that  period  of  our  school  history  when  private  dwellings 
shall  be  employed  for  purposes  of  public  education. 

District  No.  13. 

This  district  is  situated  in  the  south-western  part  of  the  town,  and 
was  for  a  time  called  the  "  Mathewson."  This  name  is  given  in  a  return 
for  the  term  commencing  December  18,  1848,  and  ending  April  6,  1849. 
The  number  of  families  then  in  the  district,  was  fifteen,  all  engaged  in 
agriculture.  Ten  boys  and  four  girls  attended  school,  no  one  of  whom 
was  provided  with  all  the  books  necessary  in  the  studies  pursued  by 
them.  Books  used,  were  the  Practical  Speller,  Russell's  and  Angell's  Se- 
lect, and  Angell's  No.  2  Readers,  Colburn's  Mental  Arithmetic,  Emer- 
son's second  part  Written  Arithmetic,  Morse's,  Smith's  and  Mitchell's 
Geographies  and  Smith's  Grammar.  The  teacher  was  Miss  Ruth  J.  Can- 
ney,  from  Dover,  N.  II.,  who  received  $10  a  month  and  board.  Ten  out 
of  the  fourteen  scholars    engaged    in    declamation,  which    must  have  in- 


336  BURBILLVILLE. 

eluded  all  the  boys,  for  whom  the  wa}T  to  oratorical  distinction  was  thus 
prepared.  In  a  return  for  1854,  the  district  is  called  "Jackson,"  in 
honor,  so  far  as  appears,  of  Gen.  Andrew  Jackson.  The  honor  came  too 
late,  however,  to  be  of  any  comfort  to  the  General,  who  died  in  June,  1845. 
Number  of  families  given  in  this  return,  twenty,  all  engaged  in  agricul- 
ture. Sixteen  boys,  nine  girls ;  teacher,  Miss  M.  L.  Joslin,  from 
Thompson,  Connecticut,  who  received  $16  a  month,  lfy  this  return  we 
learn  the  school-house  was  built  in  1835,  and  repaired  in  1854,  at  a  cost 
of  $150.     The  dimensions  were  18x18  and  8  feet  feet  high. 

According  to  report  of  18G7,  the  district  made  the  needed  improve- 
ments. In  18G8,  the  school  is  reported  as  usual  in  interest,  with  an 
average  attendance  of  nine.  In  1874  the  district  had  the  honor  and 
benefit  of  a  trustee,  who  did  his  dut}'  with  charming  fidelity,  and  the 
school-house  and  school  soon  began  to  brighten.  For  the  last  year  it 
is  to  be  reported  that  the  school-house  has  been  thoroughly  repaired, 
inside  and  out.  The  Winter  of  1875-G  saw  a  larger  attendance  than 
usual,  and  a  more  satisfactory  school  in  eveiy  particular. 

District  No.   14. 

This  is  the  most  western  district  in  the  town,  and  is  bounded  by  the 
Connecticut  line.  It  is  called  "  Buck  Hill,"  probabl}T  because  of  the  nu- 
merous bucks  who  formerly  roamed  proudly  over  the  long,  well  wooded 
hill,  which  must  be  crossed  in  order  to  reach  this  remote  district.  A 
return  of  1849  tells  us  the  number  of  families  in  the  district  was  fifteen, 
all  engaged  in  agriculture.  Extent  of  territory  of  district,  length  6 
miles,  breadth  2  miles.  School-house  built  in  1832,  cost  $200.,  repaired 
in  1848  at  a  cost  of  $225.  Dimensions  of  school-house,  1G  X  18,  8  feet 
high.  Number  of  pupils  registered,  22,  12  boys  and  10  girls;  average 
attendance,  11.  None  of  pupils  fully  provided  with  books.  Teacher's 
name  illegible,  age  eighteen  ;  wages  $8.  a  month  and  board.  Trustee, 
Jacob  Lewis.  1849. — Teacher,  Almira  Tourtelotte,  wages  $1.50  a  week 
and  board  ;  average  attendance  16.  In  1852  the  Town  Committee  were 
requested  to  take  charge  of  the  school,  the  request  coming  from  the  ma- 
jority of  legal  voters  to  the  number  of  two.  In  1855  Miss  Ann  E. 
Crulf,  of  Thompson,  taught  three  terms  for  810.  and  $12.  a  month  and 
board;  average  attendance,  15.  There  were  three  teachers  the  following 
3"ear.  Total  number  of  pupils  each  term,  14 ;  average,  8  The 
parents  aie  said  to  have  interested  themselves  very  much  in  the  educa- 
tion of  their  children.  1860. — Total  number  of  pupils,  23  ;  average,  16. 
Mary  11.  Sheldon,  of  Thompson,  Connecticut,  was  retained  for  several 
terms,  and    was    regarded    as    a  very    eiheient   teacher.     1862. — Total 


Harris  District.  337 

number  pupils,  12  ;  average  8,  showing  a  decrease  in  numbers.  1863. — 
Total  number  pupils,  17  ;  average,  14.  In  1864,  total  number  pupils, 
20;  average,  17.  The  school  report  for  this  }'ear,  after  mentioning 
teachers'  names,  says  :  "  We  know  of  no  cause  of  complaint,  but  from 
the  remote  situation  of  the  district  and  a  failure  on  part  of  the  Trustee  to 
notify  us  of  the  times  of  closing  the  school,  it  was  not  visited  as  many 
times  as  the  law  requires,— the  Trustee  having  the  frankness  and  honesty 
to  tell  the  Committee  that  both  school  and  teacher  could  get  along  about 
as  well  without  them  as  otherwise,"  which  is  prett}-  good  for  a  district 
which,  in  1852,  asked  the  Town  Committee  to  help  them.  In  1867, 
school-house  condemned,  small  number  in  attendance.  1868. — Measures 
were  taken  to  repair  the  school-house  ;  average  attendance,  9.  1869. — 
No  school  during  the  Spring  or  Summer  terms.  Attendance  of  Winter 
school :  total,  12  ;  average,  7.  Taught  by  Miss  Mary  Lewis,  (colored), 
to  whose  "  careful  and  thorough  training  "  the  committee  call  particu- 
lar attention.  In  1872  the  school  enjoyed  eight  and  one-half  months  of 
schooling  under  an  experienced  teacher.  Total  number  pupils  for  Sum- 
mer term,  12  ;  average,  8  :  for  Winter  term,  total,  9  ;  average,  8.  1875. 
— For  Summer  and  Fall  terms,  total,  6  boys  ;  average  4.  Winter  term, 
7  boys  ;  average,  5. 

District  No.  15. 

This  district  is  called  "  Harris  District,"  probably  for  the  reason  that 
there  were  several  lamilies  of  that  name  residing  within  its  limits.  It  is 
situated  about  one  and  one-half  miles  from  Harrisville.  Its  extent,  two 
and  one-half  miles  by  one  and  one-half.  The  inhabitants  formerly  held 
their  schools  in  private  dwellings.  The  present  house  is  their  first 
school-house;  its  dimensions  being  16  X  1G  and  8  feet  high.  It  was 
built  in  1840  at  an  expense  of  $134.  The  land  donated  for  this. building 
was  only  so  much  as  the  house  might  cover ;  the  builders  did  not  seem 
to  be  governed  by  the  idea,  more  house,  more  land.  The  district  has  no 
out-building,  no  play  ground  on  its  own  land.  Two  windows,  which  may 
be  lowered  at  the  top,  furnish  ventilation.  Iu  1847  Job  Steere,  Esq., 
taught  four  months,  having  27  pupils.  In  1857,  the  total  number  of 
pupils  was  19,  average  13.  The  school  report  for  this  year  speaks 
highly  of  the  teachers  and  says  :  "  Though  small,  the  school  is  one  of  the 
best  in  town.  We  always  find  a  good  average  for  the  number  registered. 
This  fact  shows  an  active  interest  on  part  of  parents,  an  interest  which 
renders  the  school  pleasant  and  easy  for  the  teachers,  and  profitable  for 
scholars.  In  1858  we  learn  from  the  report  that  the  parents  are  inter- 
ested and  "  not  unreasonably  fault-finding"  In  1862  "gratifying  suc- 
22 


338  BUKRILLVILLE. 

cess,  under  charge  of  Miss  A.  M.  Shumwa}',"  is  recorded.  In  1864,  the 
school-house  is  condemned  as  unfit  for  use.  1866. — The  house  is  re- 
ported in  good  order.  In  1872  the  school  report  for  this  year  thus 
speaks  of  this  school:  "Though  small,  it  is  thoroughly  alive  and  suc- 
cessful, and  abundantly  proves  the  wisdom  of  continuing  a  good  teacher 
term  after  term  in  the  same  school.  Miss  Ida  E.  Steere,  who  has  won  a 
fine  reputation  as  a  first-class  teacher  for  schools  of  this  grade,  taught 
the  school  seven  and  one-quarter  months  at  an  expense  of  $247.33. 

Evening  schools  for  several  years  have  been  provided,  for  those  who 
could  not  attend  the  day  schools,  in  three  of  the  larger  villages,  with 
good  results. 

There  is  at  present  no  free  public  library  in  the  town. 

The  care  of  the  schools  has  employed  on  the  school  committees  during 
the  successive  years  of  their  history,  nearly  four  hundred  citizens  of  the 
town.  To  give  even  the  names  of  so  many  would  occupy  more  space 
than  can  be  allowed.  Something  was  done  certainty  previous  to  the  year 
1846,  when  the  work  was  divided  between  sixteen  persons.  More  was 
done,  perhaps,  when  the  number  was  six,  and  it  ma}-  be  as  much  has 
been  accomplished  siace  1857,  when  the  number  was  lessened  to  three. 
The  names  of  the  present  Committee  are  James  S.  Cook,  Chairman  ; 
Oliver  A.  Inman,  Secretary  ;    and  Isaac  Steere. 

The  visiting  of  schools  and  the  examination  of  teachers  was  attended 
to  sometimes  by  the  Committee  as  a  whole,  at  other  times  by  some  one 
appointed  for  the  purpose.  Both  of  these  duties,  hojvever,  were  subse. 
quently  assigned  to  the  Superintendent.  The  first  person  elected  to  this 
position  was  Rev.  Mowry  Phillips,  July  11,  1871.  He  was,  at  the  time, 
the  esteemed  Pastor  of  the  Baptist  church  at  Pascoag,  and  continued  to 
discharge  the  functions  of  his  important  offices,  until  failing  health  made 
it  needful  for  him  to  seek  its  recover}-  by  change  and  repose.  He  re. 
signed  the  Superinteuclency  in  October,  1<S73.  It  is  gratifying  to  know 
that  restored  health  enables  him  to  hold  the  same  office  to-day  in  the 
mother  town  of  Glocester. 

In  conclusion,  it  may  be  said  that  what  is  here  presented  does  not 
claim  to  be  anything  more  than  "a  plain  and  unvarnished"  notice  of 
some  persons  and  some  things  belonging  to  the  history  of  the  schools  of 
Burrillville.  The  material  for  a  complete  history  is  scanty  and  imper- 
fect. This  is  the  result  of  a  limited  inquiry  and  a  rapid  glance,  such  as 
could  be  made  within  the  narrow  circle  of  twelve  days.  The  writer  begs 
leave  to  congratulate  his  feliow  citizens  on  the  advance  steps  which  have 
already  been  taken  in  matters  of  education,  and  to  remind  them  that  we 
still  occupy  "  that  greatest  room  in  the  world," — the  room  for  improve- 
ment. 


Moxey  Expended.  339 

A  tabular  view  of  a  portion  of  money  expended  is  appended  : 

Year.                                State  Appropriation.  Town  Appropriation. 

1828 S199  80 $300  00 

1839 644  70 300  00 

1844 4G9  06 300  00 

1847 400  00 

1854 865  86 80188 

1857 1,495  78 600  00 

1858 1,481  62 \ 800  00 

1859 : 1,487  62 800  00 

1860  1,487  62 800  00 

1861 1,478  10 1,000  00 

1862.. 1,478  10 1,000  00 

1863 1,459  97 1,000  00 

1864 1,459  97  1,000  00 

1865 1,459  97 1,500  00 

1866.  , 1,459  97 2,000  00 

1867 1,459  97 2.000  00 

1868 2,032  26 2,500  00 

1869 2,576  93 2,500  00 

1870 2.571  97 2,500  00 

1871 2,592  99 3,000  00 

1872 2,526  91 3,500  00 

1873 2,529  16 3,500  00 

1874 , 2,515  76 3,500  00 

1875 2.513  57 3,500  00 


CHAttLESTOWN 

By  W.  F.  Tucker, 

S  LT  PERINTENDENT. 


At  the  August  session  of  the  General  Assembly,  held  at  Newport  in 
1738,  an  aet  was  passed  dividing  the  town  of  Westerly  into  two  towns, 
the  same  to  be  known  and  distinguished  by  the  names  of  Westerly  and 
Charlestown.  At  this  period,  Charlestown  extended  from  Westerly 
on  the  west,  to  South  Kingstown  on  the  east ;  and  from  the  town  of 
Exeter  on  the  north,  to  the  Atlantic  on  the  south.  But  on  the  eight- 
eenth of  August,  1747,  an  act  was  likewise  passed,  dividing  the  town 
of  Charlestown  into  two  divisions,  to  be  distinguished  by  the  names  of 
Charlestown  and  Richmond  ;  and  the  Pawcatuck  river  was  selected  as  a 
natural  and  fixed  boundary  between  the  two  towns.  At  the  first  census, 
taken  in  1748,  Charlestown  had  a  population  of  1,002  ;  and  in  1774  a 
population  of  1,821  ;  while  the  present  population,  according  to  the  last 
census,  taken  in  1875,  is  1,054. 

Narragansett  Indian  School. 

As  early  as  1815,  the  first  school  building  was  erected  in  this  town, 
and  named  the  Narragansett  Indian  School-house,  in  honor  of  the  fa- 
mous tribe  of  Indians,  whose  descendants  still  hold  a  small  portion  of 
the  land  by  reservation.  It  ma}'  seem  strange  that  the  Indians  owned 
the  first  school-house,  but  it  is  nevertheless  true.  This  structure  stands 
on  a  small  knoll  at  the  north  end  of  a  pond,  formerly  known  to  the  tribe 
as  Cockumpaug,  but  more  recently  named  the  School-house  pond.  It  is 
an  old  wooden  building,  having  the  following  dimensions  : — length,  thirty 
feet ;  width,  twenty  four  feet;  and  height,  seven  feet  between  Moors. 
There  is  a  rough  stone  chimne}'  in  the  building,  which  gives  it  an  ancient 
appearance.  In  this  house  the  few  surviving  members  of  the  Narra- 
gansett Indians  hold  their  annual  council,  and  it  is  here  that  the}'  also 
have  their  school. 


District  System.  341 

Facilities  before  Public  Schools. 

Educational  facilities  prior  to  the  establishment  of  public  schools  were 
exceedingly  feeble  in  this  vicinity.  The  people  supported  what  were 
then  recognized  as  private  schools,  the  majority  of  which  being*  kept  in 
dwelling  houses.  In  selecting  a  situation  for  a  school  it  was  expedient 
for  them  to  obtain  a  central  location  in  the  neighborhood,  but  this  was 
not  always  done,  as  there  were  very  many  obstacles  in  the  way. 

Teachers  at  this  time  were  hired  for  stipulated  sums  ;  receiving  their 
wages  from  the  parents  and  guardians,  who  paid  them  in  proportion  to 
the  number  of  pupils  that  each  one  sent  to  school.  In  this  community, 
forty  years  ago,  the  practice  was  as  common  for  a  school  officer  to  go 
into  Connecticut  to  hire  a  teacher  as  it  is  now  customary  for  a  person  to 
pay  taxes.  The  school  committee  often  granted  certificates  to  persons 
whose  qualifications  and  abilities  to  instruct  and  govern  a  school  were 
quite  inadequate  for  the  task  ;  and  they  seldom  visited  the  schools  to  as- 
certain the  results.  Consequently,  the  schools  were  taught,  many  times, 
by  very  incompetent  teachers  ;  by  those  who  could  not  perform  all  the 
examples  in  the  arithmetics,  and  what  is  much  more  discreditable,  were 
unable  to  give  satisfactory  explanations  of  such  as  they  could  perform. 
It  frequently  happened  that  persons  taught  school  who  had  no  knowledge 
of  grammar,  or  in  other  words,  had  never  studied  it.  The  average 
length  of  schools,  was  between  three  and  four  months  ;  for  which  reason, 
educational  resources  were  quite  limited. 

District  System. 

In  1828,  the  General  Assembly  passed  an  act  to  divide  the  several 
towns  into  districts,  with  whicn  the  people  readily  complied.  The  Dis- 
trict system,  in  this  town  was  established,  June  2d,  1828  ;  and  a  subdivi- 
sion made  November  the  19th  of  the  same  year,  separating  the  town 
into  six  districts. 

Next  j'ear,  on  the  fifteenth  of  April,  a  portion  of  the  district  at  Cross' 
Mills,  and  at  Quonocontaug,  was  set  off  forming  a  new  district,  which 
was  added  to  the  catalogue  as  No.  7. 

The  last  district  subdivision  in  Charlestown,  was  made  in  1871,  wThen 
Carolina  was  taken  from  Pasquesett,  and  organized  as  the  eighth  school 
district.  In  the  meantime,  perplexities  frequently  grew  out  of  the  im- 
perfect divisions  and  records  of  the  districts  ;  and,  in  1874,  the  school 
committee  re-bounded  all  the  districts,  giving  more  definite  boundaries  to 
them,  and  caused  the  same  to  be  placed  on  record  in  the  town  clerk's 
office. 


342  Charlestown. 

Washington. — In  1828,  Joshua  Card,  Joseph  Cross,  David  Clark, 
Elisha  Greenman,  William  Card,  Dan  King  and  others,  purchased  a 
piece  of  land  of  Henry  Greene,  containing  twenty-two  square  rods,  and 
erected  thereon  a  building  for  school  purposes.  According  to  date,  this 
was  the  first  school-house  built  by  the  white  people  of  Charlestown  ;  and 
it  was  named  Washington,  in  honor  of  the  first  President  of  the  United 
States.     This  district  is  situated  in  the  north-eastern  part  of  the  town. 

In  1871,  Jason  P.  Greene,  George  W.  Cross,  Amos  P.  Greene,  and 
Henry  S.  Greene  sold  the  property  to  the  district ;  and  in  the  same  year, 
the  house  was  thoroughly  repaired,  and  supplied  with  modern  desks  and 
seats. 

Shumuncanuc. — Here  in  the  north-western  part  of  the  town,  the  surface 
is  very  hilly,  and  the  people  named  the  district  after  the  most  important 
hill.  The  citizens  of  this  section  met  pursuant  to  notice  on  the  premises 
of  Abram  Allen,  Esq.,  and  selected  a  pleasant  location  for  a  school.  Mr. 
Allen  gave,  then  and  there,  the  land  on  which  the  building  was  to  be 
erected  ;  and  Mrs.  Elizabeth  Allen,  wife  of  Abram,  named  it  ;'  Union 
Hill,"  and  paid  one  dollar  for  the  honor  of  naming  it. 

This  building  was  raised  on  the  sixteenth  of  September,  and  dedicated 
by  having  a  meeting  in  it,  on  the  thirteenth  of  November,  1831.  The 
first  structure,  however,  was  burned  clown,  and  on  November  the  10th, 
1845,  Arnold  and  Nanc}'  Hiscox,  deeded  a  parcel  of  land  to  the  district, 
nearer  the  centre,  whereon  the  present  school-house  stands.  Mrs.  Eli- 
zabeth Allen,  who  was  born  June  22d,  1772,  is  now  living  and  enjoying 
good  health  ;  and  possesses  a  remarkable  memory  for  a  person  who  has 
lived  to  see  one  hundred  and  three  years. 

Quonocontavg. — In  this  section  of  the  State,  some  of  the  hills,  streams, 
rivers  and  ponds,  retain,  at  the  present  time,  the  original  names  given 
by  the  Indians.  Quonocontaug  is  situated  in  the  south-western  portion 
of  the  town,  and  this  name  appears  first  applied  to  a  pond  in  the  neigh- 
borhood, from  which  the  district  received  it.  Edward  Wilcox,  who  was 
Lieutenant  Governor  from  1817  to  1821,  transferred  a  lot  of  land  to  the 
district,  upon  which  a  school-house  was  built  in  1838.  Although  a  re- 
spectable number  of  teachers  have  gone  forth  from  other  schools, 
still  this  school  is  entitled  to  the  honor  of  educating  an  unusual  number 
of  good  and  faithful  teachers. 

Coofatoivn. — This  division  joins  the  town  of  W^esterlj-,  and  it  is  really 
a  rural  district.  The  first  school  officers  elected  were  the  following: — 
1'owen  Briggs,  Moderator ;  Joseph  W.  Taylor,  clerk  ;  Benjamin  F.  Wil- 
cox, Matthias  Crandall,  and  Rowland  Peckham,  trustees  ;  Perry  Ilealej-, 
treasurer;  and  Gardner  Crumb,  collector.     Bowen  Briggs  and   Gilbert 


District  System.  343 

Stanton  conveyed  a  piece  of  land  to  the  district  in  1839  ;  and  a  school 
building  was  erected  during  the  year. 

Wdtchaug. — The  people  of  this  district  erected  a  school-house  in 
1840,  but  a  deed  of  the  land  on  which  the  house  stands  was  not  granted 
until  August  15,  1864.  Watchaug  is  located  in  the  south  part  of  the 
town,  and  derives  its  name  from  a  large  pond  on  the  western  boundary, 
so  called  by  the  Indians.  There  is  no  other  district  in  Charlestown 
which  has  such  a  grand  expanse  of  water  within  its  limits,  or  bordering 
on  its  territory. 

Cross'  Mills. — This  district  is  situated  in  the  south-eastern  section  of 
the  town,  and  named  after  the  village  within  its  limits.  The  citizens 
of  the  neighborhood  built  a  house  for  educational  purposes  in  1843. 
From  1845  to  18G0,  perhaps  no  school  in  the  town  excelled  this  one  in 
literary  attainments,  and  in  reference  to  teachers,  without  doubt  this 
school  has  produced  nearly  as  many  as  all  the  other  schools  combined. 
The  school  building  was  repaired  and  re-seated  in  1874. 

Pasquesett. — The  citizens  of  this  communit}*  were  in  meditation  a 
long  time  before  any  conclusion  was  reached;  and,  finally,  in  1850, 
they  purchased  thirty  rods  of  land  of  Robert  Hazard,  and  built  a  school- 
house  thereon.  The  district,  which  is  situated  in  the  northern  and  central 
part  of  the  town,  takes  its  name  from  a  small  pond,  lying  on  its  eastern 
border.  In  1874,  the  school-house  was  enlarged  and  thorough^ 
renovated,  and  furnished  with  desks  and  seats  of  the  latest  pattern. 
The  extent  of  territory  and  the  advancement  of  the  school,  considerably 
exceeds  that  of  any  other  in  the  town.  The  Indian  school-house,  here- 
tofore mentioned,  is  located  in  the  southern  part  of  this  division. 

Carolina. — In  1845,  Rowland  G.  Hazard,  Esq.,  erected  a  school-house 
in  Richmond,  a  little  north-west  of  the  village ;  and,  on  the  13th 
of  May,  1871,  the  property,  consisting  of  a  house  and  lot,  was  sold  to 
the  district  for  $700.  Meanwhile,  the  children  from  the  northern  part 
of  the  district  of  Pasquesett,  attended  school  here,  as  it  was  more  con- 
venient so  to  do,  and  paid  their  proportion  of  the  school  fund  of  Charles- 
town  to  the  school  in  Richmond.  But  on  the  27th  of  January,  1872, 
district  No.  8  of  Charlestown,  and  No.  2  of  Richmond,  were  consolidated 
and  named  Carolina  joint  district.  At  this  period,  an  addition  was 
made  to  the  school-house  at  a  cost  of  $2,487.63  ;  making  it  a  very  com- 
modious and  useful  school  building.  Immediate!}-  after  the  completion 
of  the  house,  the  school  was  divided  into  a  primary  and  a  grammar 
department,  establishing  a  graded  school. 


344  Chaelestown. 

Improvement  and  Present  Condition. 

About  fort3T-eight  years  ago,  the  public  school  system  was  established 
in  the  State  of  Rhode  Island".  It  was  truly  the  beginning  of  a  new  era 
of  educational  improvements  ;  and  the  State,  like  a  living  bod}'  which 
is  sensitive  in  every  member,  was  touched  by  the  noble  and  generous 
act,  in  all  its  sub-divisions.  Indeed,  literary  interests  were  perceptibly 
awakened  in  the  minds  of  the  people  ;  and,  from  that  period  onward, 
education  has  been  steadily  advancing  in  the  direction  of  both  a  higher 
and  a  broader  culture.  The  establishment  of  the  permanent  school  fund 
and  public  schools,  gave  life  and  vitality  to  the  cause  of  education,  and 
incited  the  people  to  a  more  united  and  determined  effort,  to  give  better 
means  of  instruction  to  the  rising  generation.  A  few  soul-inspiring 
men,  faithful  servants  of  a  worthy  cause,  have  taken  hold  of  this 
National  work,  and  have  carried  it  forward  to  its  present  condition. 
The  broad  foundation  of  our  common  schools  is  favorably  fixed,  and, 
with  wise  legislation  and  prudent  management,  improvements  will  be 
made  as  long  as  time  and  necessit}T  demand  them.  The  common  school 
is  the  place  where  a  child  should  be  taught  the  moral  as  well  as  the 
literary  lessons  of  public  life,  for  morality  and  learning  are  indispen- 
sable to  a  nation's  success.  Charlestown  has  now  resident  teachers 
enough  to  supply  all  her  schools,  and  about  fifty  per  cent,  of  them, 
have  attended  State  Normal  schools.  The  average  length  of  schools 
for  the  year,  is  little  more  that  eight  months,  showing  quite  a  contrast 
in  comparison  with  the  schoolyear  of  one  half  century  ago.  The  present 
advanced  condition  has  been  reached  mainly  through  the  activity  and 
perseverance  of  the  school  committee. 

School  Supervision. — The  school  committee  which  appointed  the  first 
town  superintendent  were  elected  in  April,  1871,  and  organized  soon 
after  b}T  electing  Samuel  B.  Hoxie,  chairman  ;  B.  F.  Greenman,  clerk, 
and  Dr.  A.  A.  Saunders,  superintendent.  The  emplo3rment  of  a  person 
to  thoroughly  inspect  the  schools,  and  to  direct  and  assist  the  teachers 
in  their  daily  labors,  was  an  important  step  in  educational  progress. 
School  supervision  is  the  foundation  on  which  the  whole  system  of  popu- 
lar instruction  rests.  Unquestionably,  what  is  most  needed  b3T  our 
public  schools,  and  what  is  most  essential  to  their  efficiency,  is  a  con- 
stant, thorough  and  impartial  supervision.  I  believe  that  the  more 
direct  and  frequent  this  oversight  is,  when  judiciously  exerted,  the  more 
satisfactory  will  be  the  results. 

Evening  Schools. — At  Carolina  Mills,  an  evening  school  taught  by 
Messrs.  Tanner,  Ilolden,   and  Collins,  has  been  in  successful  operation 


Distinguished  Persons.  345 

for  several  weeks,  but  is  now  closed.  An  average  of  60  pupils  shows 
the  general  interest,  and  under  the  present  administration  the  cause  of 
education  is  advancing. 

Distinguished  Persons.  —  In  connection  with  the  public  schools, 
perhaps,  it  may  be  proper  to  mention  some  of  the  persons  who  have 
labored  faithfully  for  the  advancement  of  education  ;  and  those  who 
have  become  distinguished  for  their  ability.  Dan  King  was  an  earnest 
advocate  for  popular  education,  and  his  sons  were  educated  for  various 
professions.  Joshua  Card  was  a  notable  aid  in  the  cause  of  public 
instruction.  He  was  himself  a  teacher  of  good  repute,  and  his  youngest 
son,  David  Card,  is  now  a  physician  at  Willimantic,  Connecticut.  Dr. 
Joseph  II.  Griffin  was  an  earnest  laborer  for  the  advancement  of  schools 
aud  the  education  of  his  children.  Louis  P.  Griffin,  his  son,  completed 
a  course  of  studies  in  medicine,  and  began  his  practice  in  Chicago, 
Illinois.  Samuel  J.  Cross  was  an  able  educator.  He  moved  from 
Rhode  Island  to  New  York,  -where  he  became  connected  with  a  college 
during  the  remainder  of  his  life.  Wm.  II.  Perry,  a  teacher  of  large 
experience,  has  done  much  to  promote  the  best  interests  of  our  schools. 
Kate  Stanton,  daughter  of  George  A.  Stanton,  and  a  lecturer  of  some 
note,  was  formerly  a  teacher  in  this  town. 


COVENTRY. 


By  E.  Iv.  Parker, 


S  UPERINTF.NDENT. 


The  town  of  Warwick  originally  included  in  its  territory  the  town  of 
Coventry.  Settlements  had  been  begun,  in  what  is  now  the  latter  town, 
before  it  was  set  off  from  Warwick.  Simultaneous  with  settlement,  the 
work  of  education  began.  Probably  about  one  hundred  and  ten  (110) 
years  ago  the  first  school-house  was  erected  in  the  town  of  Coventr}-. 
Previous  to  that  time  the  schools  were  convened  in  rooms  in  private 
houses.  As  scholars  then  went  two  or  three  miles  to  school,  it  is  to  be 
presumed  that  the  number  of  schools  was  less  than  at  the  present  time. 

The  modus  operandi  of  establishing  and  maintaining  schools  at  that 
period  appears  to  have  been  as  follows  :  The  people  of  a  neighborhood 
signed  a  certain  agreement,  known  as  articles.  By  this  act  they  indicated 
the  number  of  scholars  that  each  would  send  to  school,  and  also,  they 
were  bound  (by  the  act)  to  meet  the  expenses  in  proportion  to  this  num- 
ber. The  wages  of  the  teacher  varied  from  $5  to  $10  per  month  and 
board.  The  teacher  boarded  with  the  various  families  which  patronized 
his  school.  The  citizen  who  furnished  the  room  in  his  house  for  the 
accommodation  of  the  school  received,  as  compensation,  the  tuition  of 
one  scholar.  With  rare  exceptions  the  qualifications  of  the  teachers  were 
xevy  meagre.  But  few  books  were  to  be  obtained.  Indeed  the  spelling- 
book  was  nearly  the  only  kind  of  printed  book  known  to  the  school- 
room in  the  early  times.  This  contained,  in  addition  to  the  lessons  in 
spelling,  lessons  in  reading.  Usualty  no  printed  text-book  on  the 
science  of  arithmetic  was  used.  The  master  had  what  was  called  his 
''ciphering"   book.     This   was   in   manuscript — a   copy  of  some  other 


First  Schools.  347 

master's  book.  Probably  originally  it  was  a  copy  of  a  printed  text- 
book on  the  subject,  with  the  addition  of  the  solutions  of  the  problems. 
The  scholars  copied  the  definitions  and  rules.  Usually  the  master  wrote 
the  problems  in  the  books  and  then  the  learners  solved  them,  if  able,  and 
copied  the  solutions  into  their  books.  Fractions  were  omitted  as  being 
useless.  Much  stress  was  placed  upon  the  "  Rule  of  Three" — especi- 
ally, what  was  called  the  u  Double  Rule  of  Three."  The  abilit}7  to  make 
a  good  quill  pen  was  one  of  the  first  essentials  of  a  master's  qualifica- 
tions. For  writing,  the  scholars  used  loose  sheets  of  paper,  or  a  number 
of  sheets  stitched  together.  Copies  were  written  by  the  masters,  some 
of  whom  have  left  proofs,  in  this  form,  of  wonderful  caligraph\\  Sixty 
years  ago,  the  present  chairman  of  the  School  Committee,  Mr.  Joseph 
Tillinghast,  and  his  brothers,  Pardon  and  George,  owned  in  partnership 
the  only  copy  of  Daboll's  Arithmetic  inside  the  school-room  where  they 
attended,  except  the  teacher's.  The  length  of  the  school  term  was 
about  three  months  in  Winter,  and  from  two  to  three  months  in  Sum- 
mer. The  branches  pursued  were  reading,  spelling,  writing  and  arith- 
metic. The  schools  were  often  very  crowded  and  very  uncomfortably 
seated.  Stoves  were  unknown,  and  as  a  consequence,  the  huge  chimney 
with  its  broad  fire-place  insured  the  best  of  ventilation,  thus  furnishing  the 
sturdj'  boys  of  the  olden  time  an  abundance  of  pure  air.  In  those  days, 
as  a  general  thing,  the  bo3*s  only  were  sent  to  school ;  for  the  reason,  as 
a  venerable  yeoman  of  the  period  said — "  In  Winter  the  distance  is  too 
great  for  them  (the  girls)  to  walk,  and  in  Summer  they  must  needs  stay 
at  home  to  help  their  mothers." 

More  than  a  century  ago  there  were  built  in  the  town  at  least  three 
houses  which  were  used  exclusivel}'  for  schools,  "and  it  may  be,  at  irregu- 
lar periods  for  religious  worship.  One  was  located  at  the  foot  of  the 
eastern  declivity  of  Waterman's  Hill,  on  the  main  road  ;  another  near 
what  is  now  known  as  Spring  Lake,  probably  on  the  present  location  of 
the  public  school-house  ;  and  a  third  on  the  same  main  road  leading  from 
Washington  over  Harkney  Hill  to  the  Connecticut  lin^,  and  about  south- 
west from  Summit  station.  These  houses  were  of  rude  construction  and 
but  poorly  adapted  to  the  purposes  for  which  they  were  designed. 
Still  they  marked  an  educational  advance  from  the  crowded  room  of  the 
private  residence.  They  also  served  as  striking  monuments  to  indicate 
where  the  greatest  local  educational  interest  prevailed.  The  men  who  were 
especially  prominent  in  the  matter  of  education  at  this  period  were  the 
three  brothers  Bowen — Aaron,  Israel  andlchabod, — Richard  Waterman, 
Joseph  Matteson  and  Caleb  Vaughn,  Jr. 

From  the  revolutionary  period  up  to  1830,  the  interest  in    education 


348  Coventry. 

continued  steadity  to  advance.  Two  years  previous,  1828,  the  General 
Assembly  had  re-established  free  schools  throughout  the  State.  At  that 
time  there  were  as  many  school-houses  in  the  town  as  at  this  writing, 
wanting  two  or  three.  All  school-houses  built  before  1846,  were  If  eld  in 
shares,  and  the  owners  were  called  proprietors.  In  regard  to  the 
masters,  as  they  were  called,  of  this  period  tradition  has  handed  down 
but  little.  Before  1800,  masters  Crocker  and  Knox,  natives  of  Ireland, 
taught  school  at  Bowen's  Hill  and  vicinity.  Some  of  the  oldest  citizens 
of  the  town  now  living,  who  attended  school  soon  after  the  present 
century  began,  tell  of  Master  Lemuel  Spaulding,  from  Plainfield,  Conn., 
who  taught  in  a  number  of  the  different  school-houses  for  a  period  of 
years.  His  qualifications  were  superior  to  most  of  his  fellow  teachers. 
He  not  onl}T  taught  the  branches  commonl}T  pursued,  but  carried  scholars 
through  surveying  and  navigation.  He  is  described  as  a  strict  discipli- 
narian of  dignified  deportment  and  usually  silent.  Mr.  James  Mathew- 
son,  now  living,  a  citizen  born  in  West  Greenwicn,  about  this  time 
taught  a  school  in  what  is  known  as  Whale}'  Hollow,  at  $5  per  month. 
At  a  date  later  there  came  along  a  teacher  known  Irv  the  nomme  tie  plume  of 
Mr.  A.  B.  It  is  a  mystery  to  this  day  unexplained  what  the  true  name 
of  this  man  was.  He  came  like  a  phantom,  proved  himself  a  superior 
teacher,  received  no  compensation,  furnished  his  scholars  with  books, 
won  the  hearts  of  old  and  young,  and  at  the  close  of  his  school  disap- 
peared as  mysteriously  as  he  came.  Soon  after  the  re-establishment  of 
free  schools,  other  branches  were  introduced, — such  as  English  grammar 
and  geograph}'.  Among  the  foremost  teachers  to  encourage  these  new 
studies  were  the  Rev.  James  Burlingame,  now  living,  who  taught 
evening  schools,  for  his  older  pupils'  benefit,  two  or  three  nights  in  the 
week,  and  for  which  he  received  no  extra  pay  ;  Charles  Horton  and  his 
brother  Benjamin  ;  Asa  Stone,  son  of  Asa,  who  was  for  a  long  time 
town  clerk  ;  all,  with  the  exception  of  Burlingame,  having  been  pupils  of 
the  Rev.  Richard  Stone,  a  native  of  Coventry,  and  who  for  a  number  of 
years  taught  a  select  and  Normal  School  at  Bridgewater,  Mass.  Thus 
the  free  schools  continued  to  increase  gradually  in  efficienc}-  and 
interest.      * 

The  next  important  date  in  the  history  of  educational  affairs  is  1846. 
Radical  reform  was  introduced  at  that  time  by  the  enactment  of  the 
new  school  law.  To  the  credit  of  the  town,  it  can  be  said,  that  but  few 
of  its  citizens  made  any  effort  to  obstruct  the  execution  of  this  law. 
The  people  were  generoush7  enthusiastic  in  its  support.  The  school- 
houses  were  mostly  purchased  by  the  school  districts,  thoroughly  repaired 
and  entirely  re-seated.     In  some   instances    new  houses  were  built,  and 


Distinguished  Persons.  349 

furnished  with  a  degree  of  usefulness  and  elegance  before  unknown  in 
this  part  of  the  State.  An  efficient  School  Committee  was  appointed, 
which  carefully  examined  candidates  for  teachers'  places,  and  generally 
lent  its  aid  in  carrying  out  the  various  changes  that  the  new  law 
enjoined.  Better  wages  were  paid  teachers,  better  talent  took  the  field, 
and  better  schools  resulted.  The  citizens  of  the  town  who  were  especi- 
ally active,  indefatigable  and  self-der^ing  in  educational  affairs,  at  this 
period,  were  Elisha  Harris,  Peleg  Wilbur,  Thomas  Whipple,  John  J. 
Kilton,  James  G.  Bowen,  Stephen  Waterman,  Caleb  Waterman,  Isaac 
G.  Bowen,  Israel  Wilson,  Robert  N.  Potter,  in  addition  to  the  members 
of  the  first  School  Committee  under  the  new  law,  whose  names  were 
Samuel  Arnold,  Cromwell  Whipple,  Oliver  G.  Waterman,  James  A. 
Fenner,  Caleb  Nicholas. 

For  the  thirty  years  succeeding  1846,  the  advanced  ground  taken  at 
that  date  has  been  held,  and  a  general  forward  movement  has  been  going  on. 
In  addition  to  what  is  said  above  in  regard  to  superior  school-houses 
and  equipments  that  had  place  in  184G-47,  we  would  add  that  at  Wash- 
ington Village  and  at  Bowen's  Hill  k' District  School  Libraries  "  were 
established.  These  two  districts,  with  Coventry  Centre,  were  also  fur- 
nished with  a  complete  set  of  school  apparatus.  The  Spruce  District 
(now  Summit)  and  the  Town  House  district  had  nearly  a  complete  set. 
In  the  winter  term  of  184G-47,  Israel  Wilson,  Esq.,  offered  as  a  prize, 
a  complete  set  of  Mitchell's  Outline  Maps,  to  be  competed  for  by  three 
schools,  Nos.  5,  7  and  9.  The  judges  were  announced  to  be  the  School 
Committee,  and  their  published  report  the  decision.  The  school  that 
received  the  most  favorable  report  was  to  take  the  prize.  No.  7  re- 
ceived it. 

From  the  scholars  of  the  public  schools,  at  different  times,  have  come 
forth  those  in  whom  was  instilled  so  great  love  of  learning  that  they 
have  been  led  to  successfully  pursue  a  full  course  of  liberal  education. 
This  list  comprises  Hon.  Henry  B.  Anthon}T,  dow  senator  in  Congress, 
Rev.  Harris  S.Inman,Rev.  A.K.Potter,  Charles  Matteson,  now  Associate 
Justice  of  the  State  Supreme  Court,  Samuel  H.  Aluro,  Eugene  War- 
ner, all  graduates  of  Brown  University,  and  Ezra  K.Parker,  a  graduate  of 
Dartmouth  College.  Again  out  of  the  long  list  of  business  and  profes- 
sional men,  who  in  their  boyhood  attended  our  public  schools  and  who 
have  been  particularly  successful  in  their  own  chosen  walks  of  life,  we 
deem  it  neither  inappropriate  nor  invidious  to  mention  Tully  D.  Bowen, 
Christopher  Whitman,  and  David  Hopkins,  manufacturers,  William 
Bowen,  the  lawyer,  John  McGregor,  the  surgeon,  and  Thomas  A.  Whit- 
man, the  banker. 


350  Coventry. 

Having  thus  traced  imperfectly  and  briefly  the  progress  of  education 
in  our  town,  it  will  be  our  purpose  to  examine  its  present  status,  and  to 
suggest  what  ma}'  seem  necessary  to  improve  it. 

Popular  Interest. 

The  people  of  Coventry  appear  to  be  fully  sensible  of  the  value  of  the 
public  school.  The}'  seem  to  understand  thoroughly  that  the  boy  or  girl 
who  is  sent  into  the  world  unable  to  read  and  write,  or  who  has  not  a 
common  school  training,  however  endowed  with  superior  natural  abilities, 
has  not  an  equal  chance  in  the  battle  of  life.  Most  of  the  illiteracy  in 
the  town  is  confined  to  foreigners. 

School  Houses. 

Many  of  the  school-houses  are  in  good  condition,  all  are  planned  after 
good  models,  a  few  need  slight  internal  repairs  in  order  to  render  them 
more  attractive.  One  district  has  no  house  ;  maps,  charts,  globes,  etc., 
are  wanting  in  a  few.  The  two  libraries,  before  referred  to,  established 
in  1846,  have  not  been  replenished,  and  in  consequence  have  lost  nearly 
all  attraction. 

Supervision. 

Three  gentlemen  now  constitute  the  School  Committee.  All  engage 
in  the  supervision  of  the  schools.  There  are  eighteen  districts  in  the 
town  ;  each  member  has  six  schools  assigned  to  him,  which  he  visits 
twice  each  term,  and  oftener  if  opportunity  is  presented.  A  superinten- 
dent is  appointed  who  performs  all  other  executive  duties  of  the  Com- 
mittee. It  would  be  a  decided  improvement  in  the  system  of  supervision 
to  have  appointed  a  superintendent  with  a  salary  sufficient  to  enable  him 
to  devote  most  of  his  time  to  the  schools,  especially  during  the  winter 
term. 

Evening  Schools. 

Coventry  raises  b}T  direct  taxation  $3,000,  for  the  support  of  public 
schools.  By  a  vote  of  the  legal  electors  one-sixth  part  of  this  sum  is  ap- 
propriated to  the  support  of  evening  schools.  These  schools  do  a  good 
work  in  our  manufacturing  districts.  The  principal  difficulty  in  regard 
to  them,  appears  to  be  that  very  often  a  class  of  scholars  not  entitled  to 
be  admitted  to  evening  schools  get  seats.  It  should  be  one  of  the 
special  duties  of  trustees  to  remedy  this  evil. 

Teachers  should  be  able  to  make  teaching  a  business.  The  great  need 
at  the  present  time  is  an  increase  of  the  public  funds  so  that  schools  can 


Length  of  School  Year.  351 

be  continued,  at  least  eight  months  in  the  }*ear.  To  secure  this  result  it 
is  necessary  either  to  increase  directly  the  educational  fund,  or  letting 
that  remain  the  same,  to  reduce  the  number  of  schools.  It  might  be 
objected  to  reducing  the  number  of  schools,  that  the  distance  would  be 
too  far  for  scholars  to  attend  them.  We  have  before  remarked  in  this 
narrative  that  scholars  went  two  or  three  miles  to  school  before  the  time 
of  free  schools.  It  is  true  that  the  school  law  provides  for  a  district  to 
vote  to  tax  all  its  ratable  property  to  sustain  its  public  school,  but  like 
many  another  statute  law,  on  account  of  the  want  of  public  sentiment  to 
sustain  it,  it  is  inoperative.  Whether  or  not  it  is  better  to  reduce  the 
number  of  schools,  or  whether  or  not  it  is  not  better  to  increase  in  some 
way  the  general  school  fund,  we  will  not  attempt  to  answer,  but  leave 
the  questions  with  the  few  remarks  already  made. 

We  will  call  attention  to  the  great  advantages  of  having  our  schools 
continue  bight  months  or  more  in  the  year,  with  a  fair  compensation  for 
teachers,  Now,  in  most  of  our  schools  we  have  a  male  teacher  in  the 
Winter  terms  and  a  female  in  the  Summer.  Thus  there  are  usually  two 
teachers  called  upon  to  continue  the  school  in  a  single  district  for  a 
single  year.  The  male  teacher  usually  works  upon  a  farm  or  upon 
odd  jobs  during  the  Summer,  waiting  for  a  school  to  instruct  through  the 
Winter  term  of  four  months.  He  takes  the  greater  portion  of  the  public 
money.  The  district  then,  to  make  out  two  or  three  months  more  of 
school,  engages  a  lady  of  little  experience  in  teachiug,  at  low  wages,  to 
go  through  with  what  is  called  the  Summer  term.  Under  such  an  ar- 
rangement  it  will  be  impossible  to  have  our  teachers  keep  up  to  the 
times  in  regard  to  qualifications.  The}'  get  along  try  hook  or  Irv  crook 
during  the  time  they  are  not  engaged  in  teaching,  and  consider  it  all  a 
pecuniary  gain  if  fortunate  enough  to  secure  a  term  of  school  to  teach. 
On  the  other  hand,  teachers  should  not  be  censured  too  much.  The 
young  lady  or  young  gentleman  who  is  well  prepared  to  discharge  the 
responsible  duties  of  a  teacher,  who  has  had  the  advantages  of  a  thorough 
preparation  for  the  work,  should  have  a  field  in  which  to  exercise  their 
accomplishments.  The  situation  should  be  so  that  such  a  teacher  could 
make  teaching  a  business  and  by  it  live,  at  least  comfortably.  Could  a 
teacher  be  able  to  find  employment  for  three-fourths  of  the  year  at  a  rea- 
sonable compensation,  we  have  no  doubt  but  that  young  men  and  young 
women  of  the  best  natural  endowments  would  spend  their  lives  in  the 
honorable  service  of  teaching  the  public  schools. 


EAST     GREENWICH 


By  P.  G.  Kexyox, 


S  UPERIXTENDENT. 


Before  the  establishment  of  public  schools,  the  educational  facilities 
of  the  town  would  probably  compare  very  favorably  with  those  of  other 
towns  in  the  State.  There  were  private  schools  during  the  winter 
months,  established  at  convenient  places,  usually  in  dwelling  houses, 
throughout  the  town,  which  all  children  could  attend  by  the  payment  of 
from  two  to  three  dollars  for  the  term  of  three  months  ;  while  often 
during  the  summer,  especially  in  the  more  thickly  settled  portion,  there 
would  be  opened  what  would  now  be  called  a  primary  school  under  the 
management  of  a  lady.  Miss  Coggeshall  became  quite  noted  as  a 
teacher  in  schools  of  this  class. 

Previous  to  1812,  Master  Franklin  was  familiarly  known  as  a  school- 
master of  considerable  reputation,  but  George  Anderson  Casey,  or 
Master  Casey  as  he  was  better  known,  took  the  lead  for  nearly  fifty 
years.  The  remark  is  often  made  by  the  pupils  of  half  a  century  ago, 
"  When  I  went  to  school  to  Master  Casey,  he  did  not  allow  his  scholars 
to  do  so  and  so,  or  in  other  words  we  had  to  toe  the  mark  every  time, 
and  teachers  of  the  present  da}-  might  profit  by  his  example  as  regards 
discipline  and  thoroughness."  He  taught  011I3'  reading,  spelling,  wTriting 
and  arithmetic. 

In  the  early  part  of  the  present  century  a  school  of  higher  grade  was 
established,  wmere  pupils  could  obtain  a  classical  education,  or  prepare 
themselves  for  college.     This  school  was  known  as  the 


Establishment  of  Public  Schools.  353 


Kent  Academy. 

In  1802  a  number  of  individuals  prominent  in  this  communit}'  and 
State,  procured  a  charter  from  the  General  Assembly  for  a  school,  to  be 
located  at  East  Greenwich  and  called  Kent  Academy.  In  the  preamble 
to  their  articles  of  association  they  assigned  as  their  reason  for  this  en- 
terprise, their  anxiety  to  promote  the  happiness  of  posterity,  and  to 
continue  the  blessings  of  a  free  and  equal  government ;  believing  that 
well  conducted  seminaries  of  learning,  in  which  youth  may  acquire 
knowledge,  with  the  advantages  of  places  of  public  worship  to  incline 
their  minds  to  morality  and  religion,  are  the  means  most  likely  to  effect 
this  design.  This  was  a  worthy  motive  and  that  was  a  noble  faith  by 
which  it  was  supported.  As  the  Kent  Academy,  the  institution  made  an 
honorable  record  for  itself  for  thirty-seven  years,  the  students  in  at- 
tendance varying  from  fifty  to  one  hundred  each  }*ear. 

In  18o(J  the  institution  passed  into  the  hands  ofllvev.  Daniel  G.  Allen, 
the  present  efficient  Superintendent  of  Public  Schools  of  North  Kings- 
town. He  conducted  the  school  as  proprietor  and  principal  with  consid- 
erable success  for  about  two  years,  when  it  became  the  property  of  the 
Methodist  Providence  Conference,  and  was  called  the  Providence  Confer- 
ence Academy.  In  1848  it  was  styled  the  Providence  Conference  Sem- 
inar}',  and  in  1862  the  name  was  extended  to  Providence  Conference 
Seminary  and  Musical  Institute.  In  1873  the  management  of  the  school 
was  transferred  to  the  Boston  University,  and  it  became  known  as  the 
Greenwich  Academ}',  under  the  proprietorship  of  the  Boston  University. 

Establishment  of  Public  Schools. 

At  a  town  meeting  holden  May  27th,  1828,  it  was  voted  and  resolved^ 
that  a  committee  of  six  be  appointed  in  conformit}-  to  an  Act  of  the 
General  Assembly  relative  to  public  schools.  Dr.  Charles  Eldredge, 
Thomas  Ilowland,  Thomas  Tillinghast,  Job  R.  Greene,  Joseph  P.  Briggs, 
and  Daniel  G.  Harris  were  elected  to  be  known  as  the  School  Committee 
of  the  town  of  East  Greenwich. 

Their  first  report  was  submitted  to  the  freemen  of  the  town  at  their 
Town  Meeting,  August  26th,  1828,  as  follows: 

"Your  Committee  beg  leave  to  report  that  they  have  attended  to  the  duty  as- 
signed, so  far  as  to  divide  the  town  into  five  Districts  : 

"The  first  to  commence  at  the  north-east  corner  of  the  town  on  the  Warwick 
line,  and  continue  on  west  to  the  dwelling  of  Daniel  Ilowland,  from  thence  south 
in  a  direct  line  to  the  dwelling  house  of  Jonathan  Hunt  to  the  Warwick  line ;  all 
that  part  of  the  town  east  of  the  said  south  line  to  compose  one  district,  and  to 
be  called  District  No.  1. 

23 


354  East  Greenwich. 

"  District  Xo.  2  to  commence  on  the  Warwick  line  above  District  Xo.  1,  and 
run  west  on  said  line  to  the  house  now  owned  by  the  Widow  Maplot  Rice,  thence 
southerly  until  it  intersects  the  middle  road  above  the  Widow  Hannah  Spencer's? 
thence  east,  including  all  the  inhabitants  on  the  said  middle  road,  until  it  inter- 
sects the  west  line  of  District  Xo.  1. 

"District  Xo.  o  to  commence  at  the  south-west  corner  of  District  Xo.  2,  up 
the  middle  road,  including  all  the  inhabitants  on  the  said  road,  to  the  West 
Greenwich  line ;  and  is  to  include  all  that  part  of  the  town  north  of  the  middle 
road  and  west  of  District  Xo.  2. 

"District  Xo.  4  commences  opposite  the  house  of  Joseph  P.  Briggs,  running 
south  by  Card's  Saw  Mill  across  the  French  Town  road  to  the  Hamilton  corner, 
from  thence  due  south  to  Xortli  Kingstown  line,  including  all  the  inhabitants  on 
both  sides  the  said  road.  To  include  all  that  part  of  the  town  west  of  the  above 
mentioned  line  and  south  of  District  Xo.  8. 

"  Distrtct  Xo.  5  to  include  all  that  part  of  the  town  not  included  in  the  above 
named  Districts. 

"  Your  Committee  have  not  attempted  to  locate  any  school-houses  in  the  dis- 
tricts, hoping  that  the  inhabitants  would  relieve  them  from  that  duty  and  agree 
among  themselves  upon  a  location  better  adapted  to  their  conveniences  than  the 
Committee  could. 

"  The  town's  proportion  of  the  fund  appropriated  by  the  State  for  the  support 
■of  Free  Schools  amounts  to  §181  and  some  cents.     Your  Committee  think  that, 
with  a  further  appropriation  of  one  hundred  dollars  by  the  town,  they  would  be 
able  to  procure  a  teacher  in  each  of  the  live  districts  for  four  months. 
"  Recorded  and  compared  with  the  original  by 

James  Miller,  Town  Clerk. 

At  a  town  meeting  May  26th,  1829,  the  School  Committee  presented 
their  second  report,  as  follows  : 

"  To  the  Firemen  of  the  Town  of  East  Greenwich  in  Town  Meeting  assembled: 

"Your  Committee  appointed  to  superintend  public  schools  within  said 
town,  respectfully  report :  That  it  has,  by  virtue  of  said  appointment,  after  having 
divided  said  town  into  live  districts  as  before  reported,  opened  schools,  which  have 
been  kept  three  months  in  each  district.  The  cost  of  employing  teachers  (other  ex- 
penses attendant  on  the  schools  having  been  paid  out  of  the  treasury)  amounts 
to  two  hundred  and  nine  dollars,  leaving  a  balance  in  the  treasury  of  seventy- 
two  dollars,  which  your  Committee  have  appropriated  equally  in  each  district 
for  keeping  schools  during  the  Summer,  agreeable  to  the  original  design  in 
establishing  public  schools. 

"  Your  Committee  generally  being  satisfied  that  schools  of  this  description 
promise  much  public  usefulness,  provided  there  can  be  suitable  houses  obtained 
in  which  they  may  hereafter  be  held,  and  a  regular  system  of  arrangements  in 
regard  to  them  established,  take  the  liberty  to  recommend  to  the  consideration 
of  the  town  in  its  corporate  capacity,  the  propriety  of  erecting,  or  purchasing, 
suitable  buildings  the  present  season,  or  as  soon  as  conveniently  may  be,  to  be 
held  as  the  property  of  the  town  ;  or  otherwise,  to  earnestly  recommend  to  the  sev- 
eral districts  to  furnish  themselves  with  such  accommodations  ;  trusting  that  by 


Erection  of  School  Houses.        355 

such  means  much  of  that  jealously  and  individual  dissatisfaction  which  lias  very 
unhappily  been  exhibited  in  some  localities  during  this  short  experiment  would 
be  avoided,  and  a  warmer  interest  be  felt  to  co-operate  with  the  State  Govern- 
ment in  their  benevolent  design  to  promote  and  facilitate  the  education  of  our 
youth,  and  that  the  location  of  such  houses  be  under  the  direction  of  such  com- 
mittee as  the  town  may  appoint  to  superintend  said  schools. 
All  of  which  is  respectfully  submitted, 

Thomas  Howland, 

In  behalf  of  the  Committee. 
East  Greenwich,  5th  Mo.,  2Gth,  1829. 

It  was  therefore  voted  and  resolved  at  this  meeting,  that  whenever  the 
citizens  of  the  several  school  districts  shall  build  a  school-house  or  houses 
in  either  or  all  of  said  districts,  and  complete  the  same  to  the  satisfaction 
of  the  standing  committee,  they  shall  or  may  draw  out  of  the  town 
treasury  one  hundred  dollars  towards  the  expense  of  each  school- 
house  so  built.  A  committee  of  five  citizens  of  the  town  was  appointed 
to  confer  with  the  School  Committee  on  the  best  ways  and  means  of 
building  school-houses  and  the  probable  expense  of  the  same,  and  report 
at  the  next  town  meeting. 

At  a  town  meeting  in  November,  1831,  it  was  voted  that  the  repre- 
sentatives of  the  town  in  the  General  Assembl}T  be  instructed  to  procure 
an  Act  of  said  Assembly  to  empower  the  town  to  build  school-houses  in 
the  several  districts,  and  to  pay  for  the  same  b}r  a  tax  on  all  the  ratable 
property  of  the  town. 

In  May,  1833,  the  School  Committee  were  requested  to  estimate  the 
probable  expense  of  building  school  houses  in  the  several  districts,  and 
report  at  the  next  town  meeting  in  August. 

The  committee  reported  that,  in  their  opinion,  the  sum  of  thirteen 
hundred  dollars  would  be  sufficient  to  build  school- houses  necessary  in 
the  five  districts,  consequently  it  was  voted  to  build  school-houses  of 
equal  size  in  the  several  districts,  and  the  School  Committee  were  ap- 
pointed to  superintend  the  building  of  said  houses.  The  town  treasurer 
was  authorized  to  make  sale  of  all  the  public  and  school  lands  belonging 
to  the  town,  the  proceeds  of  said  sale  to  be  used  for  the  purpose  of 
building  school-houses. 

The  school  committee  report  in  April,  1834,  that  schools  have  been 
kept  in  four  of  the  districts  during  the  winter  ;  but  for  want  of  a  suitable 
room  for  the  winter  season,  there  has  been  no  school  in  district  No.  2. 
They  likewise  report  that  the}'  have  contracted  for  four  school-houses  to 
be  completed  by  October  1st ;  each  house  to  be  twenty-five  feet  long  by 
twenty  feet  wide  with  eight  feet  posts,  for  Si, 060.  The  committee  did 
not  feel  themselves  authorized  to  proceed  farther,  the  balance  remaining 


356  East  Greenwich. 

of  the  sum  voted  by  the  town,  being  insufficient  to  pa}'  for  another, 
which  is  to  be  located  in  district  No.  1 .  This  district  will  require  a 
house  of  larger  dimensions,  as  there  are  more  than  double  the  number  of 
children  than  are  in  any  other  district. 

The  town  treasurer  was  instructed  to  sell  the  school  and  public  lands 
belonging  to  the  town  at  public  auction  on  the  third  Monday  of  June, 
apply  the  proceeds  to  the  erection  of  the  several  school-houses.  On 
November  19,  1834,  the  town  voted  that  $150  be  paid  out  of  the  town 
treasury,  for  the  purpose  of  enlarging  the  school-house  in  district  No.  1. 
It  was  also  voted  "that  no  person  should  have  the  privilege  of  sending  to 
the  public  schools  who  refuses  to  furnish  his  proportion  of  wood,  and 
board  of  teacher,  and  that  said  proportion  of  wood  be  furnished  before 
sending  unless  such  parties  be  very  poor,  then  the  school  committee 
may  admit  their  children  into  the  schools." 

The  school  committee  reported  to  the  town  May  26th,  1835,  that  there 
had  been  school-houses  built  in  districts  Nos.  2,  3,  4  and  5  the  past  year, 
and  schools  of  three  months  each  kept  in  them  during  the  winter.  No 
public  school  in  district  No.  1,  during  the  year  for  want  of  suitable 
accommodations.  The}',  however,  state  that  there  has  been  erected  in 
said  district,  a  school-house  30  by  40  feet,  with  10  feet  posts, 
with  a  good  cellar  underneath,  the  cost  of  which,  over  and  above  the 
sum  appropriated  by  the  town,  has  been  furnished  by  donations  from 
individuals. 

There  is  no  record  ot  any  vote  being  taken  by  the  town  regarding 
public  schools  or  school  property  belonging  to  the  town  from  May  26th, 
1835,  to  May  30th,  1843.  A  school  committee  consisting  of  five  mem- 
bers, one  from  each  district,  was  appointed  annually. 

At  the  town  meeting,  May  30th,  1843,  the  town  treasurer  was  in- 
structed to  pa}-  the  registry  money  to  the  public  school  committee,  to  be 
used  by  them  according  to  law.  April  3d,  1844,  it  was  voted,  that  the 
school  committee  shall  make  the  necessary  repairs  for  the  perservation 
of  the  school-houses  in  the  town  under  the  advice  of  the  town  council, 
and  shall  prosecute  for  all  destruction  of  the  same.  Also  voted  at  this 
meeting,  that  the  temperance  society  be  allowed  the  use  of  the  several 
school-houses  for  holding  their  meetings,  whenever  it  did  not  interfere 
with  the  schools,  or  religious  meetings  previously  appointed.  The 
above  act  was  repealed  at  the  next  town  meeting,  May  28th,  1844. 

The  first  public  school  tax  ordered   by  the   town  was  April  1st,  1846. 

Below  is  a  statement  showing  the  amount  appropriated  by  the  town 
for  the  support  of  public  schools  each  year  from  1846  to  1875  : 


ArrROPRiATioxs.  357 

1846 $150  00    1857-8 $275  00 

1847 112  50    1859-66 400  00 

1848 112  50    1867 520  20 

1849 150  00    1868 . 510  20 

1850-3 115  00    1869 500  00 

1854 189  60    1870  620  05 

1855 181  60    1871-5 1,200  00 

1856 181  00 


A  town  meeting  was  called  August  8th,  1846,  by  fourteen  electors  of 
the  town,  headed  by  Dr.  James  H.  Eldridge, — 

1st.  To  determine  the  manner  in  which  any  money,  either  raised  by 
tax  over  and  above  the  sum  received  from  the  State,  or  derived  from 
registry  tax,  funds,  grants,  or  other  sources  of  revenue  appropriated 
to  public  schools,  shall  be  apportioned  among  the  districts  of  the  town. 

2d.  To  make  such  orders  upon  the  subject  of  the  school-houses,  as 
may  enable  the  several  districts,  or  an}'  one  of  them  to  repair  and 
enlarge  the  said  school-houses,  either  by  conveying  the  right  of  the  town 
to  the  districts,  or  otherwise  as  the  citizens  of  the  town  may  determine. 

The  first  vote  taken  on  the  proposition  to  convey  the  several  school- 
houses  to  each  district  was  almost  unanimous  in  the  negative. 

The  second  proposition  to  convey  the  school-house  in  district  No.  1,  to 
said  district  was  lost. 

Third.  It  was  voted  and  resolved,  that  the  school-houses  belonging 
to  the  town  may  be  used  for  keeping  public  schools  therein,  until  further 
orders  of  the  town,  and  that  the  money  ordered  to  be  raised  b}T  the  town 
by  tax  at  the  April  town  meeting  for  the  support  of  public  schools,  and 
all  sums  of  money  now  in  the  treasuiy  received  from  the  registry  tax  and 
other  sources  of  revenue  appropriated  to  public  schools,  and  also  all 
sums  hereafter  raised  by  the  town  by  tax  for  the  support  of  public 
schools,  or  which  may  hereafter  be  received  by  the  town  from  the 
registty  tax  or  other  sources  of  revenue  appropriated  to  public  schools 
be  divided  equally  among  the  districts  for  the  support  of  public  schools 
therein,  and  that  the  same  be  divided  by  the  school  committee. 

November  7th,  1848,  it  being  understood  in  town  meeting  that  the 
school-house  in  District  No.  2  was  very  much  out  of  repair,  it  was  voted 
and  resolved,  that  the  school  committee  be  instructed  to  make  such 
repairs  as  are  only  necessary  for  the  comfort  of  said  school,  the  expense 
not  to  exceed  from  $6  to  $10. 

At  a  town  meeting  holden  Ma}'  28th,  1850,  it  was  "  voted  that  the 
town  treasurer  be  authorized  and  required  to  execute  and  deliver  a  quit- 


358  East  Greenwich. 

claim  deed  of  the  school-house  and  lot  on  which  it  is  situated  in  District 
No.  1,  belonging  to  the  town,  to  said  district."  He  was  also  instructed 
to  execute  and  deliver  deeds  of  the  other  school-houses  belonging  to  the 
town  to  the  several  districts  in  which  they  are  situated,  whenever  said 
districts  shall  organize  as  school  districts  and  become  bodies  corporate 
in  accordance  with  law. 

Maxwell  School  Fund. 

A  notice  was  given  to  the  electors  of  the  town  to  meet  at  the  school- 
house  in  the  village  of  East  Greenwich,  on  Wednesda\T  the  31st  of 
October,  1849,  at  2  o'clock  P.  M.,  u  To  hold  a  town  meeting  for  the 
purpose  of  transacting  any  business  that  might  be  necessary  in  order  to 
get  the  legacy  bequeathed  to  the  town  by  Mary  Maxwell,  late  of  Phila- 
delphia, deceased,  widow  of  Robert  Maxw ell.  Said  bequest  will  amount 
to  about  twenty-four  hundred  dollars,  and  is  to  be  invested  in  bauk  or 
other  stocks,  the  interest  to  be  applied  to  the  support  of  public  schools." 
It  was  voted  and  resolved  that  the  principal  of  said  bequest  shall  always 
be  kept  unbroken  and  entire,  according  to  the  intentions  of  said  Mary 
Maxwell,  the  donor  thereof.  That  the  dividends  or  interest  arising 
therefrom,  shall  be  drawn  by  the  town  treasurer  and  be  applied  by  the 
school  committee  to  the  suppoit  of  public  schools,  to  which  the  children 
of  all  the  inhabitants,  and  particularly  of  the  poor,  shall  be  admitted? 
and  instructed  in  such  manner  as  to  make  such  admission  and  instruc- 
tion as  nearly  equal  as  possible  for  all  the  children  of  the  town. 

In  January,  1854,  Dr.  James  II.  Eldredge  was  appointed  trustee  of 
the  above  named  fund  with  orders  to  sell  the  stock  in  the  Rhode  Island 
Central  Bank  and  invest  in  some  other  manner. 

His  first  report  was  submitted  to  the  town  May  30th,  1854,  viz. : 

Agreeable  to  the  orders  of  the  town,  the  trustee  of  the  Maxwell  School  Fund 
presents  the  following  report : 

On  the  14th  clay  of  February,  1854,  one  hundred  and  sixty  shares  in  the  Rhode 
Island  Central  Bank,  belonging  to  this  fund,  were  sold  at  public  auction  at  §15 
per  share,  and  transferred  on  the  17th  to  Christopher  Hawkins;  on  the  21st  of 
the  same  month  the  dividends,  amounting  to  -$812,  were  by  order  of  the  school 
committee  transferred  to  the  trustee  to  be  invested  with  the  principal.  Whole 
amount  of  principal  and  interest  $2,712.  On  the  22d  February,  1854  twenty- 
live  shares  in  the  Arcade  Bank,  Providence,  were  bought  for  §55  per  share,  with 
interest  from  the  last  dividend  amounting  to  $1,360.  Also  same  day,  twenty- 
five  shares  in  the  Bank  of  North  America  at  853.50  per  share,  with  interest  from 
the  last  dividend  amounting  to  81,347;  Total  §2,707;  leaving  in  the  hands  of 
the  trustee  five  dollars.  The  dividends  are  payable  in  July  and  January. 
Respectfully  submitted, 

J.  II.  Eldhedge,  Trustee. 


District  Organization  and  Progress.  359 

Dr.  Eldredge  was  the  sole  trustee  of  this  fund  until  June  6th,  1874, 
when  he  presented  his  final  report  to  the  town  and  requested  permission 
to  transfer  the  account  to  the  town  treasurer,  which  was  granted.  The 
principal  has  been  kept  unbroken  ;  amount  $2,712.  The  yearly  income, 
amounting  in  all  to  83,150.58  from  July,  1854  to  January,  1875,  has 
been  appropriated  b}T  the  school  committee  yearly  to  the  several  districts 
according  to  the  average  daily  attendance. 

School  Supervision. 

Previous  to  1857,  the  supervision  of  the  schools  in  the  town  devolved 
upon  the  school  committee,  it  being  customary  for  each  member  io  have 
charge  of  the  school  in  the  district  in  which  he  resided  ;  he  was  also 
trustee  of  the  district,  employed  the  teacher,  etc.,  in  those  districts  which 
were  not  organized.  In  the  above  year  Jeremiah  Slocum  was  appointed 
by  the  town  to  visit  the  public  schools  and  to  receive  one  dollar  for  each 
visit,  not  to  exceed  two  visits  to  each  school  during  the  year.  After 
1857,  until  1872,  the  school  committee  usually  appointed  some  person  to 
visit  the  schools  in  the  town  and  report  to  them.  June  1st,  1872,  the 
town  elected  a  superintendent  of  public  schools  and  voted  his  salary  for 
the  first  time,  and  has  continued  to  do  so  yearly  up  to  the  present  time. 

The  last  vote  of  the  town  in  regard  to  dividing  the  money  was  in 
June,  1859,  which  was  as  follows  :  "  Voted  and  resolved  that  the  money 
appropriated  from  the  town  treasury,  and  that  from  registry  tax,  be 
divided  equally  among  the  scholars,  according  to  the  daily  average 
attendance." 

District  Organization  and  Progress. 

The  first  district  meeting  ordered  by  the  school  committee  in  District 
No.  1,  under  the  new  law  passed  in  1845,  was  holden  at  the  school-house, 
May  30th,  1846.  A  moderator,  clerk,  treasurer,  collector  and  three 
trustees  were  elected  for  the }'ear.  The  trustees  were  "instructed  to  ascer- 
tain forthwith  what  school-house  and  what  repairs  are  necessary  on  the 
present  school-house  ;  what  land  can  be  purchased  for  a  location  and 
what  tax  will  be  necessary,  and  report  at  the  next  meeting."  At  the 
next  meeting,  June  8th,  1846,  it  was  voted  that  each  pupil  be  required 
to  pay  the  sum  of  one  dollai  for  every  three  months'  schooling,  with  the 
proviso  that  no  child  should  be  excluded  whose  parents  or  guardians 
were  unable  to  pa}T.  The  trustees  were  authorized  at  this  meeting  to 
raise  the  school-house  one  stoiy,  and  make  such  repairs  in  and  around 
it,  as  they  might  deem   advisable.     But  the   school  committee  did  not 


360  East  Greenwich. 

approve  of  the  alterations  and  improvements,  consequently  the  proposed 
repairs  were  never  made. 

In  1848,  the  school-house  having  become  too  small  to  accommodate 
all  the  pupils,  the  trustees  were  instructed  to  hire  another  room  and 
have  two  public  schools.  From  this  time  the  number  of  pupils  increased, 
and  another  school  was  opened  in  a  short  time,  but  the  district  could  not 
for  a  long  time  agree  upon  a  location,  or  what  size  and  kind  of  a  school- 
house  was  needed.  Committee  after  committee  was  appointed  to  select 
location,  plans  for  building,  etc.,  etc.  ;  their  report  received  and  the 
committee  discharged. 

At  a  school  meeting,  Ma}-  24th,  1858,  a  committee  was  appointed  and 
the}'  were  instructed  to  purchase  the  building  known  as  the  Old  Acad- 
emy, to  have  it  moved  to  a  suitable  location  and  to  put  it  in  good  repair. 
The  committee  immediately  proceeded  to  act  in  accordance  with  their 
instructions,  had  the  building  completed  in  a  short  time,  and  schools 
were  opened  in  the  building  in  November.  The  school-house  has  been 
enlarged  and  repaired  since.  During  the  past  term  every  room  was  full, 
and  if  the  scholars  continue  to  increase  there  will  soon  be  need  of  another 
room. 

District  No.  2.  Organized  August  11th,  1855.  The  school-house  be- 
longing to  the  town  was  burned  a  short  time  before  the  district  was 
organized,  consequently  the  first  business  of  the  districl  was  to  furnish 
themselves  with  a  suitable  building  for  school  purposes. 

August  20th,  1855,  the  Trustees  were  appointed  a  committee  to  build 
a  school-house  on  or  near  the  lot  where  the  old  town  school-house  stood, 
and  the  treasurer  of  the  district  was  instructed  to  hire  such  sums  of 
money  as  might  be  necessary  to  pa}*  for  building  the  same.  The  school- 
house  was  completed  near  the  close  of  the  year  at  a*  cost  of  four  hundred 
and  twenty-five  dollars,  above  the  underpinning. 

There  being  some  objections  to  the  location,  in  1857  the  house  was 
moved  to  the  opposite  side  of  the  road.  Rev.  William  P.  Place  donated 
to  the  district  a  lot  100  X  50  feet,  with  the  privilege  of  using  the 
whole  field  of  several  acres  for  a  play-ground,  since  which  time  the  build- 
ings have  been  kept  in  repair  by  tax  assessed  upon  the  property  of  the 
district,  and  schools  have  usually  been  in  session  eight  months  in  each 
year. 

District  No.  3.  Organized  in  1854.  Schools  have  been  kept  eight 
months  in  every  year,  with  few  exceptions.  The  school-house  was  never 
thoroughly  repaired  until  1875,  when  over  five  hundred  dollars  was  ex- 
pended upon  it  and  the  out-buildings. 

District  No.  4.     Organized  November  13th,  1854.     The  school-house 


District  Organizations.  361 

was  burned  in  January,  1865.  A  building  committee  was  appointed 
February  18th.  1865,  and  a  new  school-house  was  completed  in  April,  at 
a  cost  of  about  one  thousand  dollars,  located  thirteen  rods  east  of  the 
old  school-house.  This  district  has  had  at  least  eight  months'  school 
every  year.  The  school-house  in  this  district  is  now  needing  paint  upon 
the  outside,  but  aside  from  that,  is  in  better  condition  than  any  other  in 
town,  except  in  No.  1. 

District  No.  5.  Organized  March  11th,  1854.  April  14th.  1855,  a 
deed  was  received  of  the  school-house  from  the  town.  In  1861  a  lot 
was  purchased  containing  one  quarter  of  an  acre,  near  where  the  school- 
house  stood,  (it  then  being  within  the  limits  of  the  highway,)  and  the 
school-house  was  removed  there.  An  addition  of  several  feet  was  put  on 
the  front ;  the  outside  was  thoroughh'  repaired,  and  a  high  board  fence 
was  built  on  three  sides  of  the  lot ;  all  of  which  make  it  the  most  pleas- 
ing, from  the  outside,  of  any  school-house  in  town.  The  inside  has  never 
been  thoroughh'  repaired,  but  it  is  in  great  need  of  it.  Eight  months 
is  the  usual  time  schools  are  in  session,  four  months  in  the  Winter  and 
four  in  the  Summer  season, 


EAST     PROVIDENCE 

By  Rev.  E.  II.  Paine. 
Superintendent. 


The  town  of  East  Providence  is  of  so  recent  birth  that  her  educational 
history  can  but  be  short.  On  the  first  of  January,  18G2,  she  was  re- 
ceived into  Rhode  Island,  being  that  portion  of  the  town  of  Seekonk,  in 
Massachusetts,  which  was  at  that  time  set  off  from  Massachusetts,  and 
annexed  to  Rhode  Island.  The  earlier  educational  movements  belong  to 
the  histoiy  of  the  town  of  Seekonk,  which  at  one  time  contained  a  semi- 
nary of  great  reputation,  situated  within  the  limits  of  this  present  town. 
Upon  the  organization  of  East  Providence,  a  generous  policy  was  adopted 
in  regard  to  public  schools,  and  the  town  replaced  the  oldest  school  build- 
ings with  new  and  better  arranged  ones  within  the  first  four  or  five  years 
of  her  history.  All  the  districts  were  provided  with  new  school-houses, 
except  District  No.  1,  where  the  building  was  twice  enlarged,  increasing 
four-fold  its  capacity. 

There  are  eight  districts.  In  1872,  the  town  built  a  Union  Grammar 
school-house  for  Districts  Nos.  2  and  8,  in  which  a  flourishing  school  has 
been  held  up  to  the  present  time.  In  1875,  the  school  population  in  Dis- 
trict No.  1  had  so  increased  that  the  building,  capable  of  holding  two  hun- 
dred scholars,  was  inadequate  for  the  accommodation  of  the  numbers  wish- 
ing to  attend  school,  caused  by  the  rapid  increase  of  that  portion  of  the 
town,  (Watchemoket,)  and  a  new  grammar  school-house  was  ordered,  at  a 
cost  of  $12,500.  This  was  built  of  wood,  and  is  capable  of  seating  two 
hundred  and  fifty  pupils. 

The  old  building  now  intended  for  primar}'  scholars,  is  full.  About 
one  hundred  and  forty  attend  at  the  new  grammar  school-house. 

Several  of  the  districts  are  inhabited  mainly  by  a  farming  population, 
and  are  sparsely  settled.     The  schools  are  liable  to  great  fluctuation  in 


Evening  Schools.  363 

numbers  from  3-ear  to  y eta-,  as  at  one  time  there  is  but  a  small  school 
population,  and  again,  in  the  same  districts,  in  a  few  years,  a  large  num- 
ber of  scholars.  It  is  the  endeavor  to  have  equally  good  school-  in  each 
of  the  districts,  and  therefore  the  cost  of  education  is  sometimes  more 
})er  capita  in  one  district  than  in  another,  but  this,  evidently,  in  a  short 
C3*cle  of  years,  will  equalize  itself,  and  all  the  youth,  at  all  times,  have 
virtually  the  same  advantages. 

At  the  present  time  District  No.  1  has  about  three  hundred  and  fifty 
pupils  ;  No.  2,  fifty  ;  No.  3,  seventy  ;  No.  4,  twenty-five  ;  No.  5,  twenty  ; 
No.  6,  seventy  ;  No.  7,  fifteen  ;  No.  8,  twent}r ;  Union  grammar  school, 
fifty. 

Evening  schools  have  been  held  during  the  past  autumn  and  winter  in 
the  village  of  Watchemoket  and  at  School-house  No.  2.  These  schools 
had  each  one  term  of  ten  weeks.  That  at  School-house  No.  2  was 
especially  attractive,  from  the  fact  that  the  major  part  of  the  scholars 
were  natives  of  Northern  Europe,  who  gladly  availed  themselves  of  this 
opportunity  to  acquire  the  language  and  modes  of  expression  of  our 
country. 

This  makes  the  third  year  that  evening  schools  have  been  supported 
by  the  town  and  State  appropriations. 

In  looking  back  over  the  fourteen  years  of  our  town's  existence,  we 
may  see  that  advance  has  been  made.  A  strong  stand  in  favor  of  edu- 
cation taken  at  the  first  has  resulted  in  a  thoroughly  good  system  of 
schools  throughout  the  town. 

But  this  has  not  been  done  without  a  large  expenditure  of  money. 
At  first  the  town  supplemented  the  district  taxation  for  the  support  of 
the  schools,  but  since  1873  the  town  has  undertaken,  without  any  special 
district  appropriation,  the  expenses  both  of  school  buildings  and  that  of 
maintaining  the  schools,  meaning  to  furnish  enough  for  a  school  year  of 
forty  weeks. 

The  appropriations,  including  that  for  evening  schools,  for  the  year 

ending  April  30,  1876,  are , §8,100  00 

To  which  is  added  our  proportion  of  the  State's  money 1,443  00 

And  registry  taxes  of 140  00 

In  all $9,683  00 

There  are  about  seven  hundred  children  attending  school,  making  the 
cost  not  far  from  813  per  scholar. 


GLOCESTEK. 

By  Rev.  Mowry  Phillips, 
Superintendent. 


The  object  of  this  sketch  is  to  give  a  brief  statement  of  the  origin 
and  growth  of  our  public  schools  ;  and  also  the  condition  of  the  town 
with  respect  to  educational  matters,  prior  to  their  establishment.  This 
seems  especially  fitting  on  this  Centennial  }-ear  of  our  national  life. 
When  the  garnered  treasures  of  an  hundred  3-ears  are  before  us  we 
should  not  overlook  or  underestimate  the  factors  which  have  produced  a 
prosperity  which  is  unparalleled  in  the  history  of  nations. 

Among  these,  and  in  the  front  rank,  may  be  assigned  the  cause  of 
popular  education.  This  has  been,  and  must  continue  to  be,  the  glory 
and  strength  of  the  nation.  Without  this  no  such  prosperity  would 
have  been  possible.  Our  nafural  resources,  great  as  they  confessedly 
are,  would  have  found  no  such  development  as  the  past  has  witnessed 
without  that  general  intelligence  which  popular  education  has  tended  to 
produce.  It  is  mind  that  lifts  the  nation,  and  manhood  that  constitutes 
its  glory.  Our  richest  mines  are  not  those  entered  by  ttie  "  Golden 
Gate,"  but  those  entered  by  the  door  of  the  unpretending  school-house. 
These  are  mines  of  thought  where  the  precious  ore  is  brought  out, 
separated  from  the  dross  and  coined  into  qualities  which  require  no 
governmental  endorsement  to  give  them  value  throughout  the  civilized 
world. 

More  than  half  the  century,  however,  passed  before  free  schools  were 
established  in  this  town.  Prior  to  1828.  the  only  schools  were  private 
ones,  depending  for  their  support  on  the  tuition  fees  collected  from  their 
pupils.  These  private  schools  were  few  in  number  and  generally  small, 
in  attendance.  There  being  no  school-houses,  they  were  kept  in  private 
houses  and  as  these  were  generally  no  larger  than  the  families  needed, 
the  schools  were  often   crowded    into   garrets   or   backrooms,  some  of 


Free  Schools.  365 

which  were  so  low  that  the  larger  scholars  could  not  stand  erect,  and  so 
dark  that  on  cloud}'  days,  they  would  take  turns  in  sitting  at  the  only 
casement  that  admitted  the  light.  That  such  schools,  kept  in  such 
uninviting  places,  and  taught  by  persons  who  weie  required  to  pass  no 
examination,  and  whose  work  was  under  no  official  supervision,  could  be 
sustained,  is  proof  of  a  strong  desire  for  education  on  the  part  of  the 
people.  In  the  villages,  however,  these  schools  were  of  a  higher  grade. 
The  increased  patronage  called  for  a  higher  order  of  talent  on  the  part 
of  teachers,  and  ampler  and  better  accommodations  for  the  pupils. 
Aside  from  a  few  who  had  tastes  and  means  to  send  their  children 
abroad  for  a  higher  culture,  a  large  proportion  of  the  people  enjoyed  no 
other  educational  advantages  than  those  afforded  by  these  private 
schools,  and  imperfect  as  these  were,  they  were  closed  against  all  who 
were  unable,  or  unwilling  to  pay  the  required  fees. 

Free  Schools. 

In  August,  1828,  the  town  voted  to  raise  by  tax  a  sum  equal  to  that 
furnished  by  the  State  according  to  the  provisions  of  a  law  passed  by 
the  General  Assembh'  for  the  establishment  of  free  schools  in  the 
several  towns  of  the  State.  The  amount  raised  was  small,  but  it  inaugu- 
rated a  new  era,  and  was  an  advance  step  which  has  never  been  recalled. 

Measures  were  speedily  taken  to  divide  the  town  into  districts,  build 
school-houses  and  open  schools  in  each  neighborhood.  From  this  time, 
the  poorest  child,  for  a  brief  term  in  each  year,  had  the  priviledge  of 
attending  school.  For  nearly  a  score  of  years,  the  amount  raised  for 
free  schools  was  very  small.  The  amounts  expended  for  the  three 
decades  ending  with  the  present  year,  are  as  follows  : 

From  1846  to  1856 812,604  15 

From  185G  to  1866 16,253  05 

From  1866  to  1876 32,727  83 

These  figures  do  not  include  the  amounts  raised  by  rate-bills  and 
private  contributions  to  lengthen  the  schools,  nor  the  amounts  raised  to 
build,  furnish  and  repair  school-houses. 

As  the  school  population  has  not  materially  changed,  the  increased 
expenditures  is  a  fair  index  to  the  improvement  made  in  the  public 
schools  in  the  town. 

Larger  pay  has  secured  better  teachers,  and  these,  working  during 
longer  terms  and  with  better  appliances  in  the  school-room,  such  as 
wall-maps,  blockboards,  artificial  globes,  etc.,  have  produced  correspond- 
ing improvement  in  the  scholarship  of  the  pupils. 


366  Glocester. 

The  average  age  of  the  scholars  is  less  than  in  former  years.  A 
larger  proportion  of  the  older  and  more  advanced  are  sent  away  to 
higher  institutions  in  other  towns. 

Supervision. 

Formerly  the  supervision  of  the  schools  was  in  the  hands  of  the 
committee  and  was  generally  divided  among  its  members.  But  since 
the  enactment  of  the  law  requiring  the  appointment  of  a  superintendent 
the  care  of  the  schools  has  been  committed  to  that  officer  This  gives 
unity  to  the  work  and  secures  better  results. 


JAMESTOWN 

By  W.  II.  Gardner, 

Superintendent. 


The  first  school-house  whose  dale  can  be  remembered,  was  erected  in 
December,  1802.  Some  of  the  oldest  inhabitants  can  remember  the 
ruins  of  one,  that  must  have  been  built  from  twenty  to  fifty  years 
earlier,  made  of  stone. 

I  learn  from  the  oldest  inhabitant,  that  eight}'  years  ago,  the  schools 
were  kept  in  private  houses,  supported  by  different  families,  and  only 
kept  in  winter. 

Fifty  years  ago,  there  were  three  school -houses  on  the  island  ;  at 
present  there  are  but  two,  which  were  built  about  twenty  years  ago. 
They  are  in  good  repair,  arranged  with  seats  fronting  the  teacher's  desk, 
two  scholars  at  one  desk.  Blackboards  are  provided,  but  no  globes  or 
charts. 

The  schools  at  present  are  smaller  than  they  were,  owing  to  there  being 
no  foreign  population  on  the  island,  and  the  families  being  smaller  than 
in  olden  times.  Our  schools  now  average  about  fourteen,  registering 
from  twenty  to  twenty-three.  Twenty  years  ago,  the  average  was  twenty, 
and  we  registered  twenty-eight  or  thirty  ;  further  back,  still  more.  The 
cost  of  tuition  for  scholars,  fifty  years  ago  was  $2.00,  at  present  it  is 
$8.00. 

The  first  record  of  an}-  money  appropriated  by  the  town,  or  received 
from  the  State,  was  in  1846.  Probably  there  was  some  previous  to  this 
date,  but  no  record  of  it  can  be  found. 

In  the  aforesaid  year,  the  appropriations  from  the  State  were  $66.33  ; 
from  the  town,  $24.57.  In  1875,  received  from  State,  $218.60, 
from  Town,  $400.00.  Registry  taxes,  $27.00,  besides  a  small  surplus 
of  clog  taxes. 

We  have  one  district  library,  established  in  1850.  At  first  it  was 
located  part  of  the  time  in  one  district  and  part  in  the  other.  For  the 
last  few  years,  it  has  been  used  but  very  little.  Having  received  the 
grant  of  $50  this  year  from  the  State,  that  sum  has  been  expended  for 
new  books,  and  it  is  now  in  a  flourishing  condition. 


HOPKINTON. 

By  Rev.  S.  S.  Griswold, 
Superintendent. 


The  cause  of  education  received  the  early  support  of  the  first  settlers 
of  Hopkinton,  and  it  may  be  appropriate  to  consider  briefly  the  develop- 
ment of  this  cause,  from  its  beginning  up  to  its  culmination  in  the  pres- 
ent s}-stem  of  our  common  schools. 

Educational  Facilities   before   Establishment  of  Public  Schools. 

The  facilities  for  education  before  the  establishment  of  public  schools 
were  few.  At  first,  private  schools  were  kept  in  unoccupied  rooms  of 
dwelling-houses,  accommodated  with  rude  fixtures,  not  the  most  conven- 
ient. Within  the  bare  walls  of  these  cold,  but  well  ventilated  school- 
rooms, were  gathered  the  children,  the  youth,  and  the  full  grown  3'oung 
men  and  women,  with  their  Testaments,  Dilworth's  Spelling  Book  and 
Arithmetic,  Murray's  Third  Part,  slate  and  pencil,  and  two  sheets  of  fools- 
cap, goose  quill  and  ink  blotter. 

In  the  midst  of  these  groups  of  rustic  scholars  stood  the  schoolmaster, 
ferule  in  hand,  ready  to  rule  their  writing  paper,  or  spat  the  hand  of  the 
disobedient. 

The  three  sciences,  commencing  with  an  "  R,"  "  readin',  'ritin',  and 
'rethmetic."  constituted  their  curriculum  of  study.  Yet,  with  all  these 
disadvantages,  man}'  obtained  a  good  practical  education. 

To  read  the  Testament,  to  write  a  large,  fair  hand,  to  cast  "  intrust," 
and  to  "cipher  as  fur  as  the  Rule  of  Three"  in  Daboll's  Arithmetic,  was 
the  ultima  thule  of  scholarship  in  those  days. 

Such  were  the  facilities,  and  such  was  the  result,  prior  to  the  appro- 
priation by  the  State  for  the  benefit  cf  public  schools.     And  3-et,  many 


Establishment  of  Public  Schools.  369 

still  believe  that  under  that  system  of  disadvantage,  more  practical  bene- 
fit was  gained,  than  under  the  present.  Most  children  went  to  school 
then  to  learn,  and  as  they  had  to  pa}T  their  tuition,  that  became  a  strong 
incentive  to  improve  their  time  to  the  best  advantage. 

And  must  it  not  be  confessed,  that  when  the  facilities  of  those  da}rs 
are  compared  with  those  of  the  present,  the  verdict  will  be  more  favora- 
ble to  the  former  than  to  the  latter?  Then  the  cost  of  schooling  enhanced 
its  value  and  forbade  the  idling  of  time,  while  now  the  very  opposite 
seems  to  prevail.  Then  only  the  substantials  of  education  were  taught, 
while  now  the  substantials  often  give  place  to  the  mere  ornamental. 
Then  the  stern  ruggedness  of  New  England,  that  required  indomitable 
toil  and  untiring  perseverence,  was  well  calculated  to  grow  men  and 
women,  even  from  such  a  soil,  while  the  easy  circumstances  of  to-day 
tend  to  effeminacy  and  indolence.  Such  were  the  educational  opportu- 
nities for  obtaining  knowledge  prior  to  the  establishment  of  the  public 
schools. 

P2STABLISIIMENT    OF    THE    PUBLIC    SCHOOLS. 

Public  schools  were  first  established  in  this  town  in  the  year  1828. 
Previous  to  this  time  most  of  the  schools  were  held  in  private  houses, 
and  all  were  sustained  by  private  contributions.  As  an  evidence  of  the 
interest  the  inhabitants  had  in  the  cause  of  education,  five  school-houses 
had  been  built  prior  to  the  appropriation  of  money  by  the  State  for  school 
purposes.     Up  to  this  time  the  town  had  not  been  divided  into  districts. 

The  following  is  taken  from  the  records  of  the  School  Committee,  b}r 
which  it  will  be  seen  that  the  first  school  committee  was  probabl}'  ap- 
pointed at  the  town  meeting  in  June,  1828.  Said  Committee  held  their 
first  meeting  July  7th,  1828. 

"At  a  meeting  of  the  School  Committee  holclen  within  and  for  the  town  of 
Hopkinton,  on  the  7th  day  of  July,  in  the  year  1828. 

"  Members  present,  (viz.),  Elder  Matthew  Stillman,  James  Wells,  Edward 
Barber,  Isaac  Collins,  Jesse  Brown,  Nathan  Lillibridge,  Peleg  Maxson,  Jonathan 
N.  Hazard,  Daniel  L.  Langworthy,  George  H.  Perry,  and  Christopher  C.  Lewis. 
(Engaged.) 

"  Voted,  That  Elder  Matthew  Stillman  be  and  he  is  hereby  appointed  President 
of  the  Committee  for  the  year  ensuing. 

Voted,  That  Christopher  C.  Lewis  be  Secretary  of  the  Committee  for  the  year 
ensuing. 

Voted,  That  this  Committee  proceed  to  divide  the  town  into  suitable  school 
districts,  without  reference  to  the  school-houses  which  are  now  built. 

Voted,  That  this  meeting  be  and  the  same  is  hereby  adjourned  to  the  third 
Monday  in  September  next  at  this  place,  (Joseph  Spicer's  Inn,)  at  10  o'clock,  a.  m. 

Witness,  Cimis'n  C.  Lewis,  Secretary." 

24 


370  Hopkinton. 

At  the  adjourned  meeting  September  loth,  1828,  the  Committee  pro- 
ceeded to  divide  the  town  into  eleven  districts,  which  number  was  subse- 
quently increased  to  thirteen. 

From  the  record  of  a  still  further  adjourned  meeting,  we  find  that 
Elder  Amos  R.  Wells,  Christopher  C.  Lewis  and  Jesse  Brown  were  the 
first  committee  appointed  to  examine  candidates  for  teaching  in  the  pub- 
lic schools,  and  the  following  named  persons  were  the  first  who  were 
authorized  or  certificated  by  said  examining  committee  to  teach  in  the 
public  schools  during  the  Winter  of  1828-29  : 

Nathan  York,  Jr.,  teacher  in 1st  School  District. 

Joseph  Crandall,  "          2d        "           " 

David  Stillman,  Jr.,  "           3d        " 

John  T.  Paine,  "           4th 

Latham  Hull,  Jr.,  "           5th 

Amos  R.  Wells,  "           0th 

Harriet  Wire,  "           7th       "            " 

George  Newton,  "           8th       "            " 

Amos  W.  Collins,  "           9th       " 

Thomas  R.  Holden,  "           10th 

Christopher  Brown,  "           11th       "            " 

From  the  further  records  of  the  School  Committee  we  find  that  the  first 
apportionment  of  money  from  the  State  for  school  purposes  was  in  the 
year  1828,  and  that  the  amount  appropriated  to  this  town  was  $329.80, 
apportioned  among  the  several  districts  as  follows : 

Districts.  Statement.  (to  wit)  Proportion. 

No.     1 9 $28  27 

No.    2. 9 28  27 

No.    3 9 28  27 

No.    4 9 28  27 

No.    5 9 28  27 

No.    6 11 •••• 34  56 

No.    7 9   28  27 

No.    8 9 28  27 

No.    9 11 34  55 

No.  10 10 31  40 

No.  11 10 31  40 

105  $329  80 

Here,  then,  in  1828,  was  the  commencement  of  that  system  of  public 
schools,  with  an  appropriation  from  the  State  of  onl}'  $329.80,  and 
with  such  incipient  arrangements  as  were  necessarily  subject  to  great 
future  changes,  which  has  now  expanded  into  such  large  proportions, 
that  the    State   now   appropriates   annually   more    than  $1,500,    while 


Present  Condition  of  the  Public  Schools  371 

the  town  raises  an  equal  amount  for  the  same  purpose,  and  the  districts 
raise  in  addition  to  the  above  amounts  from  the  State  and  town,  annually 
from  two  to  three  thousand  dollars. 

Justice  demands  that  a  tribute  of  respect  be  paid  to  those  honorable 
and  honored  names,  who  composed  the  first  School  Committee,  and  the 
sub-committee  for  examining  teachers. 

The  memories  of  Elder  Matthew  Stillman  and  Poller  Amos  R.  Wells  are 
3Tet  fragrant  with  the  rich  perfume  of  the  gospel  ministry  ;  that  of  Chris- 
topher C.  Lewis  as  the  honored  town  clerk  for  over  forty  years  ;  that  of 
Jesse  Brown  as  a  worthy  citizen,  magistrate  and  postmaster ;  that  of 
George  H.  Perry  as  a  skillful  physician,  and  worthy  deacon  of  the 
Seventh  Day  Baptist  Church  in  Hopkinton  city.  The  other  members 
of  that  honorable  School  Committee,  though  not  as  publicly  known,  ex- 
pressed the  wise  selection  of  the  town  in  their  appointment  to  that 
important  office  ;  while  ever}'  teacher  of  the  present  day  will  sympa- 
thize with  those  pioneer  schoolmasters  who  first  passed  the  fiery  ordeal 
of  examination  unscathed  and  unscorched. 

Growth  and  Improvement. 

The  development  of  the  school  s\*stem  toward  a  more  perfect  s}Tstem 
was  slow.  Like  all  progress  in  human  arrangements  it  has  required  a 
semi-centennial  season  to  perfect  the  germ  into  blossoms  and  fruit.  The 
distance  between  the  blade,  the  ear,  and  the  full  corn  in  the  ear,  isoftener 
measured  b}'  centuries  than  by  years.  But  though  of  slow  growth  our 
public  schools  have  made  progress  in  the  right  direction.  The  rough 
and  rude  houses  with  slab  seats,  diminutive  windows,  and  yawning  fire- 
places, have  given  wa}-  to  elegant  edifices,  surrounded  with  beautiful  and 
ample  phvy  grounds,  and  internal!}*,  conveniently  and  tastefull}*  seated 
with  chairs  and  desks,  and  walls  decorated  with  maps,  charts,  and  orna- 
mental pictures,  and  presiding  over  all,  is  the  teacher  rather  than  the 
schoolmaster. 

Present  Condition. 

The  present  condition  of  our  public  schools  is  most  promising. 

With  some  three  or  four  exceptions  the  school-houses  are  large,  com- 
modious, and  well  arranged  inside,  with  modern  improvements ;  sur- 
rounded without  by  ample  pla}T  grounds. 

The  curriculum  of  study  is  enlarged,  and  the  methods  and  manner  of 
teaching  greatly  improved.  Teachers  of  more  enlarged  and  thorough 
education  are  now  employed. 

The  graded  schools  are  attaining  a  deserved  reputation  for  good  order, 


372  Hopkinton. 

mild  but  firm  discipline,  thoroughness  in  class  recitations.  Corporal 
punishment  is  seldom  resorted  to,  and  those  schools  which  have  entirely 
dispensed  with  it  rank  highest  for  good  order  and  behavior  of  the  pupils. 

The  important  position  our  public  schools  occupy,  and  their  relation 
to  the  best  interests  of  the  community  are  being  better  understood  and 
appreciated.  The  curriculum  of  study  is  becoming  more  comprehensive, 
and  the  examination  of  teachers  now  embraces  a  most  thorough  series 
of  written  questions  upon  nearty  all  branches  of  an  academic  course  ; 
while  school  officers  are  made  to  feel  the  responsibility  of  their  duties. 

It  is  not  too  much  to  say  that  our  schools  are  taking  high  rank  among 
the  public  schools  of  the  State.  And,  while  there  is  a  spirit  of  conserva- 
tism among  us,  that  may  retard  for  a  while,  yet  the  public  sentiment  of 
a  large  majority  is  toward  the  highest  possible  attainment,  the  nearest 
approximation  toward  the  perfect. 

Supervision. 

Schools,  like  every  other  organization,  need  to  be  supervised  ;  and  few 
more  responsible  duties  are  devolved  upon  a  town,  than  in  select- 
ing its  school  supervisors.  The}'  should  be  men  or  women  qualified 
either  by  nature  or  education,  for  that  important  position. 

School  supervision  should  be  parental  rather  than  dictatorial.  The 
entrance  to  the  teacher's  position  should  be  carefully  guarded  by  the 
supervisors  of  our  schools,  so  that  none  but  those  who  are  competent  be 
permitted  to  sit  at  the  teacher's  desk,  For,  let  it  not  be  forgotten,  that 
every  teacher  will  daguerreotype  himself  more  or  less  upon  his  pupils. 
His  manner,  habit,  demeanor  and  method  of  teaching  will  be  reproduced 
in  the  scholar.  Hence  a  most  strict  examination  of  all  candidates  for 
teaching,  both  as  respects  their  literary  attainrhents,  their  demeanor, 
their  habits  of  thought,  their  method  of  instruction  and  their  system  of 
discipline,  should  be  instituted. 

So,  also,  each  school  should  be  most  carefully  yet  tenderl}'  supervised, 
and  should  be  made  to  feel  that  it  is  under  the  ever  watchful  eye  of  the 
Superintendent.  Hence  the  wisdom  of  that  statute  that  makes  it  imper- 
ative upon  School  Committees  to  make  rules  and  regulations  for  the 
attendance  and  classification  of  the  pupils,  for  the  introduction  and  use 
of  text-books  and  works  of  reference,  and  for  the  instruction,  govern- 
ment and  discipline  of  the  public  schools,  and  to  prescribe  the  studies 
to  be  pursued  therein,  under  the  direction  of  the  School  Commissioner. 

But  a  still  farther  supervision  by  the  State  seems  to  be  necessary,  in 
order  that  our  public  schools  ma}'  secure  still  greater  advantages  to  the 
children    of  the  State ;  that   is,  such    a   supervision    as    will   require    a 


Academies.  373 

regular  attendance  for  a  certain   length   of  time   of  all  children   within 
certain  ages  upon  the  instruction  of  our  public  schools. 

Thus  under  the  fostering  care  of  the  State,  and  the  wise  supervision  of 
the  town  through  its  school  officers  ma}*  our  public  schools  realize  their 
fullest  ideal  of  an  Alma  Mater  to  our  children. 

School  Libraries,  Apparatus  and  Other  Instrumentalties. 

There  are  two  libraries  in  this  ty)wn.  The  Manton  Union  Library  of 
nearly  1000  volumes  at  Hope  Valley,  seems  not  to  be  appreciated  as 
fully  as  it  might  be,  owing  probablj'  to  its  lack  of  the  works  of  modern 
authors. 

The  Ashaway  Library  and  Reading  Room  Association,  located  at 
Ashaway,  Hopkinton,  was  organized  b\T  the  adoption  of  a  constitution, 
November  5,  1871,  for  the  purpose  of  furnishing  to  the  inhabitants  of 
Ashaway  and  vicinity  the  advantages  of  such  a  library.  The  Associa- 
tion furnishes  a  reading-room  with  the  current  periodicals  free  to  all. 
»  The  library  contains  between  GOO  and  700  volumes  of  the  latest 
standard  works.  The  association  also  provide  for  an  annual  course  of 
lectures.  Doubtless  one  reason  why  libraries  are  not  more  patronized 
at  the  present  da}',  may  be  in  part  accounted  for  by  the  universal  flood- 
ing of  the  community  with  newspaper  literature  ;  yet  every  community 
should  have  a  library  well  furnished  with  the  most  improved  standard 
works,  both  ancient  and  modern. 

Academies. 

In  1858  the  enterprising  citizens  of  Potter  Hill  and  Ashaway  erected 
the  first  academical  building  in  the  town  ;  in  which  a  school  was 
opened  December  1st,  under  the  supervision  of  the  Rev.  J.  W.  Morton 
as  Principal,  and  Mrs.  L.  E.  Coon,  as  Preceptress,  with  other  teachers 
as  the  school  might  require. 

In  1862,  Prof.  Morton  resigned  his  position,  and  was  succeeded 
by  Prof.  H.  C.  Coon. 

In  1864,  Prof.  Coon  and  his  accomplished  wife  resigned  their  positions, 
and  were  succeeded  by  Prof.  A.  A.  Palmiter,  who  in  1866  resigned,  and 
was  succeeded  b\T  Prof.  Amos  C.  Lewis,  who  in  1869,  on  account  of  ill 
health,  tendered  his  resignation. 

Thus  closed  the  school  work  of  Hopkington  Academy,  after  a  struggle 
of  ten  years  against  financial  embarrassments,  and  some  want  of  experi- 
ence in  managing  such  institutions. 

With  no  endowment  funds,  and  no  aid  from  the  public  treasury,  it  had 
to  succumb  to  an  inevitable  fate.     Yet  the  school  has  done  a  noble  work 


374  Hopkinton. 

and  man}r  of  its  students  have  taken  higher  and  better  stations  in  life, 
and  become  more  useful  for  its  having  been.  Among  the  names  of  those 
who  have  become  somewhat  noted,  and  who  perhaps  are  equally  deserv- 
ing of  as  honorable  mention,  is  that  of  Julia  Crouch,  author  and  pub- 
lic lecturer. 

But  the  daj-s  of  academies  are  ended  and  graded  schools  have  been 
born. 

In  1873  Districts  Nos.  2  and  4  of  Hopkinton  and  8  of  Westerly, 
resolved  themselves  into  a  Joint  School  District,  for  the  purpose  of 
establishing  a  graded  school,  and  the  stockholders  of  Hopkinton  Acad- 
emy generously  donated  their  interest  in  it,  to  said  joint  district  for  the 
above  purpose.  And  in  the  fall  of  1873  was  opened  a  graded  school 
in  this  Joint  District,  under  the  instruction  of  Prof.  8.  S.  Scammel  as 
Principal,  and  Miss  Sarah  E.  Chester,  in  the  Grammar  Department,  and 
Miss  Emma  E.  Kenyon,  in  the  Primary  Department. 

This  graded  school  at  present,  1876,  under  the  instructions  of  Prof. 
J.  A.  Estee,  his  accomplished  wife,  and  Miss  Emma  E.  Kenyon,  has  at- 
tained a  high  reputation  for  good  order  and  class  recitations.  Its  future 
is  full  of  promise. 

In  this  connection  it  is  proper  to  mention  the  graded  school  at  Hope 
Valley.  This  school  also  has  attained  a  deservedly  high  rank.  Under 
its  present  corps  of  teachers,  Prof.  E.  F.  Lanphear,  as  Principal,  and 
Mrs.  Joanna  Dockre}*,  in  the  Intermediate,  and  Miss  Hattie  E.  Frisbee, 
in  the  Primary  Department,  this  school  is  taking  a  high  position.  Its 
future  also  is  full  of  promise. 

At  Rockville  there  is  a  school  of  two  grades.  The  Higher  Depart, 
ment  is  under  the  instruction  of  Miss  Sarah  A.  Hoxie,  and  the  Prima- 
ry, under  the  care  of  Miss  Lillian  Gray. 

This  school  has  only  been  graded  for  the  last  term,  and  therefore  has 
not  had  the  opportunity  of  time  as  yet,  which  the  other  graded  schools 
have  had.  It  however  affords  sufficient  evidence  of  the  utility  of  the 
arrangements. 

The  other  schools,  though  of  only  one  grade,  give  proof  that  the 
cause  of  education  in  our  public  schools,  is  making  progress  in  the 
right  direction. 

In  conclusion,  the  cause  of  Education,  and  especially  as  it  stands 
connected  with  our  public  schools,  is  advancing.  And  the  citizens  of 
Hopkinton  may  congratulate  themselves  that  their  Common  Schools 
will  rank  not  inferior  to  others  of  this  State,  at  the  Centennial  Ex- 
hibition. 


JOHNSTON. 

By  Wm.  A.  Phillips, 
Superintendent. 


Claiming  no  merit  as  a  historian,  I  simply  give  such  facts,  as  it  is 
possible  to  glean  from  records  as  found  in  this  office,  with  such  com- 
ments as  the  occasion  may  demand,  to  show  that  public  education  within 
our  borders  has  improved  during  the  last  half  century,  and  to  illustrate 
the  fact  that  public  sentiment  in  regard  to  schools  has  advanced  in  the 
same  proportion  that  science  has,  in  the  same  time. 

To  begin,  it  will  be  hardty  fair  to  compare  our  present  status,  as  a 
town,  with  what  it  was  fifty  years  ago,  from  the  fact  that  so  many  addi- 
tional advantages  are  now  offered  by  academy  and  high  school  (not  to 
sa}r  college)  that  many  of  out'  advanced  scholars  avail  themselves  of 
these  privileges  at  an  earl}-  age,  and  keep  up  a  continual  drain  upon  our 
public  schools,  thereby  lessening  our  numbers  and  average ;  }'et  we 
think  the  comparison,  notwithstanding  this  drawback,  will  be  in  our 
favor. 

The  first  meeting  of  any  school  committee,  of  which  any  record  can 
be  found,  was  on  the  second  day  of  June,  1828  ;  and  was  holden  at  the 
inn  of  Resolved  Waterman,  at  which  twelve  members  were  present,  and 
of  that  twelve,  but  one  remains  alive  to  day.  The  Hon.  James  F. 
Simmons  was  elected  chairman,  and  Lyndon  Knight,  secretary. 

At  this  time,  it  seems  no  district,  or  schools  supported  by  the  town, 
existed  according  to  the  record,  or  if  such  did  exist,  they  were  cared  for 
in  such  a  way  as  to  require  no  committee  of  the  town  especially  for  that 
purpose. 

On  the  second  Saturdaj'  in  August,  the  first  attempt  to  divide  the 
town  into  districts  was  made,  and  metes  and  bounds  for  ten  districts 
were  recorded.  For  some  months  following,  alterations  were  made  to 
accommodate  any  and  all  parties  who  might  petition  the  honorable 
board. 


376  Johnston. 

The  first  Saturday  in  September,  1828,  the  school-houses  were  located 
and  established,  and  strange  to  say,  with  but  few  exceptions,  the}"  re- 
main to-day  as  then  located — one  of  those  particular  exceptions,  being 
in  District  No.  7,  at  the  village  of  Manton. 

The  first  location  was  on  a  bleak  hill,  with  an  unbroken  country  upon 
every  side,  and  the  writer  hereof,  has  many  a  day  sat  shivering  before 
an  old-fasioned  fire-place,  while  the  wintry  blast  swept  around,  seeking 
admission  at  every  corner  and  crevice  ;  but  the  old  house  has  passed 
away,  as  have  many  of  the  occupants  ;  the  new  house  has  found  a  new 
location,  one  far  more  humane  as  well  as  economical. 

It  seems  to  have  been  the  idea  of  our  forefathers,  to  locate  their 
institutions  of  learning  upon  land  that  was  worthless  for  any  purpose, 
much  more  so,  for  school  purposes,  as  many  a  school-house  to-clay  will 
testify.  The  first  advance  in  public  sentiment,  is  shown  in  the  locations 
now  selected.  While  formerly  the  black,  rocky,  almost  precipitous  hills 
received  the  highest  mark  of  civilization  ;  to-day  the  most  level  fertile 
spot  that  can  be  produced  is  thought  almost  too  poor  for  the  houses  in 
which  our  children  are  to  receive  their  first  impressions.  The  eye  is 
first  educated,  and  through  the  eye  the  mind.  So  much  for  the  first 
step. 

At  the  time  of  forming  the  districts  and  locating  the  different  houses, 
the  question  of  remuneration  for  teachers  was  thoroughly  canvased,  and 
wages  from  twent}-  to  seventy  cents  per  day,  were  settled  upon.  We 
have  no  doubt  that,  even  at  that  price,  their  labor  was  as  fairly  remuner- 
ated as  that  of  the  teachers  to-day  at  the  present  high  rates  of  eveiw- 
thing  purchased. 

The  highest  appropriation  made  at  this  time  to  any  one  district  was 
forty-two  dollars,  and  the  lowest  thirt}*-eight  dollars,  for  the  use  of  the 
schools  for  the  year,  and  by  the  records  I  find  that  three  members  of  the 
committee  were  appointed  to  visit  each  school.  In  this  connection  we 
find  the  following  vote  recorded  in  the   doings  of  the  school  committee: 

"  Yoted  and  Resolved  :  That  the  several  sub-committees  heretofore  appointed 
to  engage  teachers  for  the  several  districts,  be,  and  they  are  hereby  appointed 
the  visiting  committees  for  their  respective  districts,  and  that  said  committees  be, 
requested  to  invite  a  clergyman  to  attend  to  that  duty  with  them." 

Thus  it  was  evidently  intended  that  the  moral  and  religious  culture  of 
the  child  should  not  be  neglected.  We  also  find  a  vote  recorded  repeal- 
ing the  vote  of  the  last  meeting,  whereby  the  appropriation  was  made, 
and  that  the  appropriation  shall  now  be  fifty  cents  less  in  each  district. 
We  also  find  than  appropriation  of  six  dollars  and  seventy-five  cents 


First  State  Aid.  377 

was  "  allowed  the  inhabitants  of  the  northeast  part  of  the  eighth  dis- 
trict, on  and  north  of  the  powder  mill  turnpike,  to  be  by  them  appro- 
priated to  educating  their  children,  at  such  school  as  the}'  think  proper, 
and  a  bill  for  their  education  to  that  amount,  being  signed  by  the  commit- 
tee for  said  district  and  recorded  and  countersigned  by  the  secretary, 
shall  be  considered  as  duly  certified  by  this  committee." 

The  custom  of  appropriating  a  certain  amount  to  that  locality  con- 
tinued for  some  years,  to  be  expended  as  above  stated. 

All  bills  for  teaching  were  sent  to  the  committee  for  pa}-ment.  The}T 
had  to  be  signed  by  the  several  committees,  countersigned  by  the  secre- 
tary, and  recorded  in  the  book  of  records,  before  the  amount  was 
allowed. 

We  find  no  record  of  how  much  money  was  appropriated  for  school 
purposes  by  the  town  or  State,  until  March  1,  1833.  Although  money 
had  been  derived  from  some  source,  and  had  been  most  judiciously 
expended,  yet  the  amount  was  left  off  the  record,  until  this  year  when 
we  find  the  following  entry  : 

Money  appropriated  by  the  Town  for  the  year  1833 $355  00 

Money  appropriated  by  the  State  for  the  year  1833 241  98 

Making  a  total  appropriation  of §596  98 

This  we  believe  was  the  first  assistance  from  the  State  for  public 
schools. 

In  September,  1831,  two  schools  were  established  in  District  No.  4, 
on  account  of  the  long  distance  the  pupils  had  to  walk  to  attend  the 
one  which  was  situated  at  the  extreme  south  side  of  the  district ;  a 
house  being  hired  for  the  use  of  the  second  school  at  twenty-five  cents 
per  week,  while  in  actual  use.  Surely  no  fault  could  be  found  with  the 
price  agreed  upon  for  rent. 

June  9,  1832,  a  new  district  was  formed  from  parts  of  Districts  Nos.  2, 
3  and  5,  and  was  called  No.  11. 

A  school-house  was  located  and  the  proper  machinery  put  in  motion 
for  the  accommodation  of  the  inhabitants  of  that  locality.  About  this 
time  we  find  the  wages  had  been  cut  down,  as  ladies  were  receiving  one 
dollar  and  twenty-Jive  cents,  while  male  teachers  received  but  two  dollars 
and  fifty  cents  per  week  ;  but  like  the  present  times  the  price  of  service 
fluctuated  as  the  demand  increased  or  diminished.  The  appropriations 
for  the  next  few  years  varied  but  little.  In  the  year  1837,  the  town's 
appropriation  had  increased  to  $350.00  and  the  State  appropriation 
to  $274.84,  making  quite  an  addition  to  the  amount  for  those  times,  and 
especially  when  we  consider  that  the  hard  times  of  that  year  required 
so  rigid  economy  in  all  expenditures. 


378  Johnston. 

In  1838,  the  appropriation  of  the  town  remains  the  same  while  the 
State  gives  $666.72  ;  which  amount  seems  to  have  bernl  ept  up  fcr  some 
years.  On  February  8,  1841,  Districts  No.  12  and  No.  13;  one  at 
Graniteville  and  the  other  at  Dry  Brook,  (now  Hughesdale,)  were  form- 
ed, the  bounds  were  defined  and  school-houses  were  located. 

May  1,  1843,  the  first  concise  report  is  given  in  the  records  as  fol- 
lows :  Number  of  school  districts,  thirteen.  Number  of  schools,  four- 
teen. Number  of  scholars  registered,  560  ;  average  attendance,  400. 
Number  of  teachers,  20  ;  male,  14  ;  female,  6.  Average  amount  per  month 
for  instruction,  nearly  twenty  dollars.  Time  of  keeping  each  school  three 
months. 

In  January,  1844,  District  No.  14  was  established  in  the  westerly  part 
of  the  town,  and  was  composed  of  parts  of  Districts  No.  A  and  No.  6.  At 
this  time  the  appropriation  was  over  $1,100.00  from  all  sources,  yet  the 
increase  in  the  number  of  districts,  kept  the  appropriation  for  each 
district  small,  and  not  more  than  three  months  of  schooling  could  be 
obtained.  One  of  the  reasons  is  attributable  to  the  fact,  that  nearly  three 
hundred  dollars  of  the  appropriation  had  to  be  expended  in  rents,  etc., 
as  so  few  of  the  districts  were  in  possession  of  a  suitable  house  of  their 
own  for  school  purposes. 

As  yet  there  were  no  trustees  to  look  after  the  wants  of  each  district, 
but  all  devolved  upon  the  committee,  as  a  body,  or  on  sub-committees 
appointed  by  them  for  that  especial  purpose. 

Under  the  new  school  act  of  1846,  a  new  order  of  arrangements 
began,  the  first  step  being  the  reduction  in  the  number  of  the  town  com- 
mittee. Under  the  old  order,  from  twelve  to  fifteen  members  composed 
the  board,  and  according  to  the  records,  it  was  hard  to  get  a  quorum 
together  to  do  business  ;  as  the  adjournments  testify.  At  this  time 
but  three  were  elected. 

In  the  year  1846,  the  State's  appropriation  was  $589.99  ;  while  the 
town  appropriated  $500.00,  to  which  was  added  $174.46  from  registry 
taxes,  making  a  total  of  $1,264.45,  making  quite  an  increase.  This 
3'ear  the  first  record  of  trustees  appear,  and  the  above  appropriation  was 
divided,  subject  to  their  draft  and  order. 

Notwithstanding  the  increase  in  appropriation  some  of  the  districts 
were  anxious  to  secure  more  schooling  than  their  proportion  gave  them, 
and  made  a  direct  tax  upon  themselves,  of  one  dollar  to  each  scholar, 
for  each  three  months  of  school ;  the  Manton  District  taking  the  first 
step  in  this  direction,  which  was  at  once  approved  by  the  committee, 
and  which  gave  the  inhabitants  of  this  district  quite  an  advantage. 


New  School  Houses.  379 

In  1851,  the  amount  of  State  appropriation  had  increased  to  $825.97 
while  the  town's  remained  about  the  same,  and  during  this  year 
$1,435.22  were  expended  for  school  purposes. 

September  3,  1850,  at  a  special  meeting  of  the  committee  an 
application  from  District  No.  7  (Manton)  was  received,  and  approved 
for  a  district  tax  of  $1,200  for  the  purpose  of  building  a  new" school- 
house.  The  approval  was  at  once  acted  upon,  and  soon  a  new  house 
was  ready,  accommodating  forty-live  scholars,  and  to-day  it  is  an  orna- 
ment and  an  honor  to  those  whose  good  judgment  conceived  and  carried 
out  the  idea,  that  a  good,  substantial,  attractive  house  is  necessary  for 
educating  the  mind,  and  who  by  their  acts  condemned  the  old  prejudice 
against  innovation  upon  established  rules.  It  is  not  my  province  to 
write  a  homily  against  what  is  termed  old  fogy  ideas,  yet  I  know  that 
there  are  those  to-day  who  would  educate  their  children  in  a  house  the}' 
would  deem  unfit  to  fatten  their  pigs  in,  because  of  its  un worthiness, 
and  general  filthiness.  The  argument  so  often  advanced,  that  what  was 
good  enough  fort}'  years  ago  is  good  enough  now,  finds  many  advocates, 
and  those  too,  who  would  scorn  to  take  the  slow  stage,  or  await  the 
tedious  mails,  when  the  steam  car  is  accessible  or  the  telegraph  within 
fair  distance.  But,  thanks  to  an  intelligent  public,  the  elevating  power 
of  the  press,  and  the  expanding  minds  of  the  rising  generation,  public 
sentiment  is  being  educated  to  new  ideas,  and  the  old  is  fast  giving  way 
to  the  new. 

In  November,  1852,  District  No.  3  (Simmons  Upper  Village),  voted 
to  follow  the  lead  of  No.  7,  and  build  a  house  suitable  to  their  wants, 
which  was  done,  and  it  stands  to  day  sufficient  for  all  the  needs  of  the 
district. 

In  January,  1853,  No.  13  expended  $900  in  enlarging  and  refitting 
the  school-house  of  the  district. 

In  1854,  the  total  amount  of  school  money  had  reached  the  sum  of 
nearly  $2,000  showing  that  the  liberal  sentiment  was  on  the  increase, 
and  that  educational  matters  were  receiving  the  attention  of  the  people. 

In  the  year  1867,  the  appropriation  from  all  sources  had  reached 
nearly  three  thousand  dollars,  about  this  time  exceeding  interest  began 
to  be  manifest  in  the  different  districts  and  more  especially  in  No.  1. 
This  being  the  most  thickly  settled  part  of  the  town,  and  many 
new  dwellings  being  continually  erected,  it  became  necessary  to  enlarge 
the  school  accommodations,  and  much  talk  was  indulged  in  in  regard  to  a 
new  brick  school-house,  with  graded  schools.  Just  previous  to  this 
time,  the  village  of  Merino  had  established  a  school,  wnich  relieved  that 
of  No.    1    materially,   yet   the    need    was    felt,    and    the    subject    was 


380  Johnston. 

thorough^'  discussed.  Upon  the  14th  day  of  November,  1867,  after 
various  attempt's  to  improve  school  facilities  in  District  No.  1,  and  fail- 
ing to  agree  upon  what  was  needed  to  meet  the  wants  of  the  district,  or 
upon  what  location  to  decide,  the  people  in  the  south  part  of  the  district, 
(or  more  particularly  speaking,  the  Plain  Farm)  made  formal  application 
for  a  division  of  said  district,  which  after  due  consideration  was  granted, 
and  District  No.  15  was  formed,  with  men  at  the  helm  who  were  deter- 
mined to  make  a  district  with  accommodations  that  even  our  neighbors 
of  the  city  need  not  be  ashamed  of.  The  work  was  at  once  commenced, 
and  on  the  ninth  day  of  Ma}T,  a  lot  200  feet  square  had  been  secured, 
and  plans  and  specifications  for  a  four-room  building  were  presented  to 
the  school  committee  for  approval.  This  was  at  once  secured,  and  work 
began  upon  the  same.  It  was  rapidfv  pushed  to  completion,  surmounted 
with  a  bell,  and  three  rooms  furnished  with  the  latest  improved 
furniture. 

District  No.  13,  not  to  be  behind  her  more  ambitious  neighbors,  at 
once  determined  to  build  a  new  house  ;  so,  after  securing  a  lot,  the}7  pre- 
sented plans  and  specifications  to  the  committee  for  a  house,  25  by  50 
feet  of  a  modern  pattern,  which  were  approved  October  17,  1868,  and 
the  following  Spring  a  new  house,  with  latest  improved  furniture,  was 
ready  for  the  use  of  the  scholars  of  the  district.  The  appropriation 
had  at  this  time  reached  nearly  $4,000. 

August  21,  1869,  District  No.  16  was  formed,  consisting  of  the 
Merino  Village  and  a  small  territory  surrounding  the  same,  which  step 
became  necessary  from  the  large  number  of  scholars  in  attendance  at 
this  school,  there  being  an  average  of  forty-four.  Although  the  step 
thus  taken,  caused  much  comment,  and  some  hard  feelings,  by  reducing 
the  territory  of  No.  1  District,  yet  when  the  reason  was  understood  by 
the  more  enlightened  portion  of  the  inhabitants,  the  breach  wTas  healed 
and  the  wisdom  admitted. 

March  4, 1871,  an  attempt  was  made  to  have  district  lines  abolished, 
which  attempt  proved  abortive,  and  the  old  system  prevails.  The  cause 
seems  to  have  been  the  jealous  fear  of  centralization  of  power,  so  com- 
mon to  the  American  public  at  large.  We  are  no  advocate  for  central- 
ization, }'et  we  honestly  believe  that  the  affairs  of  the  public  schools 
can  be  more  judiciously,  economically,  and  faithfully  administered  in 
the  hands  of  the  few,  than  by  many,  and  there  could  be  no  maladmin- 
istration of  affairs  long  continued,  for  the  ballot  box  would  soon  end  the 
matter. 

July  1,  1871  under  the  new  law  that  each  town  must  have  a  super- 
intendent of  schools,   whose   duty  it  should   be  to  have  personal  super- 


Teacher's   Institute.  381 

vision,  and  execute  the  wishes  of  the  committee  during  the  year,  a  new 
order  of  affnirs  began.  Rules  and  regulations  were  drawn  up  and 
established,  and  the  superintendent  was  made  responsible  for  their  faith- 
ful execution.  In  October  of  this  year  the  superintendent  was  ordered 
to  make  a  thorough  examination  of  the  condition  of  all  school-houses 
in  the  town,  and  report  the  same  to  the  committee,  which  was  accord- 
ingly done,  and  at  once  in  all  districts,  where  needed,  repairs  were 
begun,  new  furniture  procured  and  sanitary  measures  taken  for  general 
improvement,  not  only  adding  to  the  beaut}'  of  the  different  houses,  but 
adding  comforts  that  had  long  been  needed  in  some  districts. 

In  District  No.  5,  party  spirit  ran  high,  and  for  months  the  contest 
was  doubtful,  whether  there  should  be  a  new  house  or  not ;  but  at  last 
the  part}'  opposed  to  improvement  prevailed,  the  old  house  was  con- 
demned, and  to-day  stands  as  a  blotch  upon  the  otherwise  well  supplied 
districts.  Suicidal  ideas  threw  the  stones  under  the  wheels  of  progress, 
and  paralyzed  the  attempt  at  improvement. 

In  the  Spring  of  1872,  the  Commissioner  held  the  first  Teachers' 
Institute  ever  h^ld  in  the  town,  which  proved  successful,  stimulating  the 
friends  of  education  to  renewed  exertion,  a  large  hall  was  rilled,  and 
about,  700  people  attended  the  evening  session,  and  by  act,  word  and  deed, 
approved  the  doings  of  the  Institute.  This  seemed  to  open  a  new  source 
of  information,  and  parents  began  to  inquire  what  they  could  do  to 
make  up  for  past  neglects.  But  one  answer  was  vouchsafed  to  them,  and 
that  was,  visit  each  school  as  often  as  time  and  home  duties  would  per- 
mit, and  by  their  presence  encourage  both  teacher  and  scholar.  I  am 
happy  to  state,  since  the  advent  of  institutes  in  our  town,  a  more 
decided  improvement  has  been  manifest. 

On  June  21,  1873,  Districts  Nos.  6  and  14  were  consolidated,  and 
were  to  be  known  as  District  No.  6,  for  the  reason  that  both  districts 
were  exceeding  small,  and  the  cost  to  maintain  two  separate  schools, 
was  so  much  greater  than  their  just  proportion  as  to  cause  much  feeling 
in  other  localities.  This  year  the  total  amount  of  school  money  from 
all  sources  amounted  to  the  snug  sum  of  $9,118.85,  while  the  direct 
taxation  by  a  few  of  the  districts  would  swell  the  amount  to  over  ten 
thousand  dollars  ;  this  includes  that  appropriated  for  use  of  evening 
schools,  four  of  which  it  had  been  decided  to  establish  ;  which  was 
accordingly  done  with  the  very  best  of  success,  over  three  hundred 
scholars  being  registered. 

During  the  Summer  of  1873,  the  school-house  in  District  No.  1  was 
raised  and  a  story  put  underneath,  making  a  four-room  building.  It 
was  intended  for  graded   schools,  but  for  some  cause,  after  an  expendi- 


382  Johnston. 

turc  of  about  two  thousand  dollars,  the  house  was  not  filled  with 
furniture,  nor  occupied,  except  the  old  rooms  as  they  were  before  the 
alteration. 

In  the  Spring  of  1875,  it  was  found  to  be  necessary  to  alter,  and  more 
definitely  describe,  the  boundaries  of  the  several  districts.  On  the  4th 
day  of  August  that  duty  began,  and  after  six  days'  laborious  work,  it 
was  accomplished,  and  the  new  lines  were  recorded,  leaving  us  at  the 
present  time  with  definite  bounds  and  positive  lines  for  the  separation  of 
the  districts  ;  and  thus,  at  this  our  Centennial  year,  the  town  stands  well  in 
school  matters.  We  do  not  claim  that  no  improvement  can  be  made, 
but  admit  much  ought  to  be  clone.  Yet  we  do  feel  proud,  that  so 
many  steps  have  been  taken  to  advance  the  interests  of  our  children. 

Notwithstanding  so  much  has  been  freely  given  to  that  cause,  and, 
with  one  exception,  comfortable  houses  with  a  goodlj*  share  of  comforts 
with  them,  there  is  still  an  onward  tendency,  and  our  most  earnest  wish 
is  a  fruition  of  our  hopes. 


MIDDLETOWN 

By  John  Gould, 


S  UPE  RINTENDENT. 


As  a  preface  to  the  school  history  of  this  town  I  quote  from  a  recent- 
ly published  "  Early  School  History  of  Newport :  " 

"As  is  well  known,  the  first  comers  divided  the  Island  into  two  townships, 
the  northerly  part  called  Portsmouth  and  the  southerly  part  Newport.  The  in- 
habitants of  Newport  who  lived  in  the  northward  and  eastward  part  of  the  town 
were  called  the  wood's  company,  the  wood's  people,  &c." 

From  the  Proprietors'  records  I  find  that 

"  At  a  meeting  of  ye  underwritten  commity  chosen  by  ye  propries  to  propose 
a  method  dividing  of  ye  Commons  and  being  meet  this  11th  February,  1702,  pro- 
pose as  followeth — We  propose  that  School  Land  be  laid  out  in  the  Common 
called  Lintal's  plaine,  six  acres  for  the  benefit  of  the  propries  in  that  part  of  the 
township  and  that  six  acres  more  be  laid  out  for  the  like  use  in  ye  Common  be- 
yond Daniel  Gould's  laud  for  the  benefit  of  propries  in  that  part  of  the  Town,  and 
if  each  parsell  be  not  put  to  the  use  abovesaid  then  ye  income  to  goo  to  ye  main- 
tainance  of  ye  poore  till  put  to  that  use." 

These  grants  were  respectively  in  the  above  mentioned  northward  and 
eastward  sections  of  the  township  of  Newport,  and  were  within  a  few 
succeeding  years  at  a  survey  of  the  Common  laid  out  in  accordance  with 
the  Proprietors'  act.  The  first  record  of  building  of  school-houses  in 
this  section  is  found  in  the  record  of  the  Quarter  Meeting,  April  24th, 
1723, — u  Ordered  that  twenty*  pounds  apiece  be  paid  out  of  the  Town 
treasury  for  the  building  the  school-house  in  the  woods  in  accordance 
with  the  plea  of  petitioners,  freemen."  The  records  being  in  an  imper- 
fect  state  this  is  thought  to  refer  to  the  building  of  two    houses,  as — 


384  MlDDLETOWN. 

"At  a  Quarter  Meeting  April  2Gth,  1732,  Ordered,  that  the  two  School-masters 
in  the  woods  part  of  the  town,  have  ten  pounds  apiece  out  of  the  Treasury  for 
their  good  service  to  that  part  of  the  town  for  the  time  past." 

In  June,  1743,  the  northerly  and  easterty  part  of  Newport  was  incor- 
porated by  the  General  Assembly  by  the  name  of  Middletown. 

In  the  record  of  the  first  town  meeting  of  the  town  of  Middletown, 
March  7th,  1743,  (O.  S.)  a  motion  was  made  for  repairing  the  school- 
houses. 

April  18th,  1744,  "Voted,  that  the  Eastmoss  School  House  be  Repaired 
so  much  as  there  is  a  present  necessity,  and  paid  out  of  the  Town  Treasury." 

August  27th,  1745,uVoted,  that  a  Committee  of  three  be  and  are  hereby 
appointed  to  hire  or  agree  with  a  good  School-Master  to  keep  school  in  the 
Town  by  the  year  or  for  so  many  months  as  they  shall  think  needful,  for 
such  a  Certain  sum.  And  to  keep  one  hall  the  time  in  the  East  School 
and  the  other  half  of  the  time  in  the  West  School  House,  and  to  be  left 
to  the  Judgment  of  sd  Committee  when  to  alter  from  one  house  to  the 
other.  And  said  School  master  to  keep  school  five  whole  days  in  each 
week.  And  sd  committee  to  have  the  Care  of  the  School  Lands  and 
Rent  them  out  to  the  best  advantage,  and  the  Income  thereof  to  be  paid  to 
the  School  master  by  sd  Committee  in  part  of  his  wages,  and  sd  Com- 
mittee to  agree  with  the  School  master,  and  set  price  what  the  weekly 
schooling  shall  be  of  the  Severall  sorts,  and  sd  school-master  to  keep  a 
True  Account  of  all  weekly  schooling.  And  if  the  weekly  schooling  and 
the  Incomes  of  the  Land  do  not  make  up  the  sum  agreed  for,  Then  it 
shall  be  paid  By  the  Town  in  the  following  manner,  Viz. :  on  application 
to  the  Town  Council,  who  shall  give  an  order  upon  the  Town  Treasurer. 
And  sd  committee  be  chosen  annually." 

August  26th,  1746,  the  Committee  report  that  the}'  have  repaired  the 
East  School-house,  which  amounted  to  £125  13s  lid,  which  they  have 
drawn  out  of  the  town  treasury.  They  likewise  presented  an  account  of 
£6,  for  their  time  and  trouble,  which  account  was  accepted  and  paid  out 
of  the  treasury. 

May  13,  1747,  the  act  of  August  27th  1745,  appointing  a  committee 
to  hire  school-masters  and  rent  out  the  school  lands  was  repealed,  and 
the  Town  Council  empowered  to  hire  school-masters  and  rent  out  the 
school  lands  as  they  should  think  most  lor  the  town's  advantage. 

August  1 2th,  1747,  the  act  of  May,  1747,  was  repealed,  and  it  was 
voted  in  town  meeting  "  that  Edward  Tew  keep  school  in  the  East 
School  House  Two  months,  to  begin  the  17th  of  this  Instant  August,  and 
so  to  continue  two  months  next  ensuing,  for  the  weekly  schooling,  and 
to  have  five  pounds  more  out  of  the  rent  of  the  East  Sckool  Land." 


Early  Records.  385 

There  is  no  record  that  this  man  failed  to  fulfill  the  appointment  made 
by  the  town,  but  in  the  record  of  August  25th  of  the  same  year,  I  find  that 
Elezer  Reed  was  to  continue  teaching  in  the  east  school-house  until  "  He 
compleat  the  year  from  the  time  he  first  Entered,  at  the  Kate  of  five 
pounds  per  year.  Received  of  Elezer  Reed  fifty  shillings  in  part  of  his 
year's  Rent."  Elezer  Reed  continued  teaching  in  the  east  school-house 
until  March  25th,  1750,  at  the  same  rate  of  compensation  for  two  years, 
and  an  increase  of  one  pound  for  the  last  year.  Reference  is  made  to 
another  payment  of  rent  try  him,  and  this  with  other  records  show  that 
the  school-houses  were  built  as  dwelling  houses  and  usually  or  often 
rented  to  the  person  teaching. 

January  2d,  1750,  "  Voted  that  the  Rent  of  the  Westerly  School-house 
and  Land  in  1750  Be  allowed  the  School-Master  for  his  keeping  of 
school  in  said  House  in  the  said  year." 

Until  the  year  1754,  there  were  variations  in  the  management  of  the 
schools  and  school  lands,  being  sometimes  superintended  by  separate 
committees,  at  others  by  a  joint  committee,  and  stdl  at  other  times  by 
acts  of  the  town. 

April  17,  1754,  "  Voted  that  the  Late  method  of  managing  the  Two 
Schools  in  this  Town  be  altered,  and  that  for  the  future  they  be  managed  as 
followeth,  viz.  :  that  the  Town  be  Divided  into  two  Squadrons,  one  House  in 
Each  Squadron,  and  that  Each  Squadron  shall  have  the  Sole  power  of  man- 
aging their  own  school-houses  and  Lands  by  Leasing  out  the  same,  and 
Imploying  School-Masters  as  it  shall  be  most  agreeable  to  them,  and  the 
Dividing  Line  betwene  the  Squadrons  Shall  be  along  the  Highway  from  the 
South  end  of  Moon's  Lane,  and  so  northward  along  the  East  Highway  to 
Portsmouth,  by  James  Mitchel's  Shop.     Passed  as  an  act  of  the  town." 

Januar}'  3d,  1759,  it  was  motioned  to  sell  the  east  school- house  and  land 
and  buy  a  piece  of  land  and  build  a  house  in  a  more  convenient  place. 
This  motion  was  voted  out  at  the  next  town  meeting. 

April  15,1764,  u  Voted  that  Joseph  Ryder  Git  a  Well-Crotch  and 
Sweep  to  the  well  at  the  East  School-House,  and  Draw  the  money  to  pay 
for  the  same  out  of  the  town  treasury." 

Januaiw  6th,  1768,  a  proposition  to  build  a  new  school-house. 

June  5th,  1776,  the  eastermost  school-house  was  repaired  to  the 
amount  of  $48.25,  which  was  paid  out  of  the  town  treasuiy.  For  several 
years  mention  is  made  of  the  renting  of  school  land  and  house  in  the  east 
part  of  the  town  ;  in  1786  a  committee  of  one  was  appointed  to  rent  the 
same  'k  and  also  to  employ  a  School-master,  if  any  presents  agreeable  to 
the  Veisenity  of  the  house." 

August,  1786,  "  Voted  that  the  old  stuff  which  is  left  from  the  Ruins  of 
the  School-House  be  sold  at  Publick  Vandue,  and  that  the  Clerk  set  up  a 
25 


386  MlDDLETOWN. 

Proclamation  in  the  Town  offering  a  reward  of  £30  to  any  person  or  per- 
sons who  will  give  information  of  the  principal  or  accessories  in  Willfully 
setting  fire  to  the  East  School-House." 

May  23,  1787,  the  committee  appointed  to  let  out  the  east  school 
land  report  that  "they  have  let  out  sd  land  to  Salisbury  Stoddard  Esq., 
until  the  2ath  day  of  March  next,  for  six  Bushels  of  good  Indian  Corn." 
The  land  was  rented  in  the  same  way  to  the  same  person  for  the  next 
ensuing  3-ear. 

April  15th,  1789,  "Voted  that  the  eastermost  school  land  be  now  let  out 
by  the  Moderator  to  the  hiest  bidder  for  one  year,  and  the  said  land 
not  to  be  Ploughed  nor  to  be  impovershed  by  Carring  of  any  ha}*, 
stones  or  any  thing  that  belongs  to  the  premises  ;  which  land  was  Bid  of 
to  Salisbury  Stoddard,  Esq.,  for  thirteen  Bushels  of  Good  Merchantable 
Indian  Corn,  the  corn  to  be  paid  and  Delivered  into  the  Treasury  at  or 
before  the  Expiration  of  aforesaid  Time. 

May  27th,  1789  --Voted  that  the  act  made  and  passed  at  a  Town  Meet- 
ing in  April  ye  17th,  1754,  for  the  Town's  being  divided  into  two  Squad- 
rons and  Each  Squadron  having  the  sole  power  of  Leasing  out  the  School 
Land  and  Imploying  schoole  Masters,  Be  repealed,  and  the  same  is  hereby- 
repealed.  And  Further  voted,  that  all  Persons  who  send  Children  to 
school  to  the  West  house  shall  have  the  full  Power  of  chuseing  a  School 
Master  to  keep  schoole  in  said  house,  and  all  other  persons  who  have  no 
Children  to  send,  shall  be  Excluded  from  an}-  vote  in  chuseing  said  Schoole 
Master.  Voted  that  the  rents  of  the  School  land  let  out  to  Salisbury 
Stoddard,  Esq.,  be  applied  to  use  of  schooling  poor  children. 

June  17th,  1789,  the  foregoing  act  in  regard  to  the  management  of 
school  lands  and  selection  of  teachers  was  repealed  and  a  return  made 
to  the  former  system  of  each  district — as  the  term  squadron  now  be- 
came— having  sole  management  and  benefit  of  each  school  land  agree- 
ably to  act  of  1754.  Later  in  the  year  this  act  was  again  repealed  and 
a  return   made  to  the  act  of  April,  1789. 

Jan.  9,  1790,  it  was  again  proposed  to  sell  the  eastermost  school- 
house  and  land  and  buy  other  for  school  purposes. 

April  21st,  1790,  --Voted  to  appropriate  the  rents  of  the  East  School 
land  to  the  use  of  schooling  of  poor  children  for  that  part  of  the  town." 

October  10th,  1790,  '-Voted  that  a  committee  be  appointed  to  inspect 
into  the  Rights  of  Town  to  the  West  Schoole  House  and  Land  if  any  they 
have."  At  the  same  town  meeting  there  was  sold  at  '-  Public  Vandue," 
brick  laying  on  the  east  school  land,  at  the  rate  of  ten  shillings  and  six- 
pence  per  thousand,  conditions  of  pay  to  be  made  in  silver  money  or  in 
paper,  fifteen  for  one,  or  in  town  orders  at  the  same  rate. 


Establishment  of  Free  Public  Schools.  387 

April  10th,  1792,  "Voted  that  the  rents  clue  for  the  Eastermost  school 
land  be  collected  and  put  on  Interest  in  order  to  be  Imployed  toward  Buil- 
ding a  School  House." 

April  17th,  1805,  "Voted  that  the  Deputies  be  Instructed  to  call  up 
the  Petition  at  the  next  General  Assembly,  which  is  now  before  the 
House,  relating  to  the  free  school,  and  that  they  use  their  endeavors  to 
recover  what  was  granted  the  Town  for  the  purpose  of  said  school." 

April  15th,  1807,  a  committee  was  appointed  to  examine  the  records 
and  "  see  how  the  East  and  West  school  land  stands."  They  report 
June  3d,  1807:  "  We  have  sarched  the  proprietors  records  and  find 
that  the  East  School  Land  was  Granted  for  the  Benefit  of  the  proprietors 
in  that  part  of  the  Town,  and  the  West  School  Land  foi  the  Benefit  of  the 
proprietors  in  that  part  of  the  Town  but  in  sarching  the  Town  Meeting 
book  of  records  we  find  by  the  votes  of  the  freemen  of  the  Town  in  several 
Town  Meetings  said  school  lands  have  been  managed  by  the  Town  in 
many  ways.  And  it  is  our  opinion  that  they  Both  stand  on  one  footing 
as  appears  by  said  records." 

At  a  later  period  this  question  of  the  lawful  management  of  the  school 
lands  was  again  brought  before  the  town  and  the  final  decision  of  the 
Court  to  which  appeal  was  made,  was  that  in  accordance  with  the  tenor 
of  the  original  gift  b\*  the  proprietors,  each  grant  of  land  was  to  be  used 
and  controlled  for  school  purposes  by  the  proprietors  of  each  section  in 
which  said  grants  of  land  lay,  and  each  section  has  since  received  re- 
spectively the  benefits  thereof. 

June  6th,  1810,  Peleg  .Sanford  and  others  made  application  to  the 
town  meeting,  for  the  use  and  privilege  of  two  rods  square  of  the 
north-east  corner  of  the  "  Mill  Lot,"  so  called,  to  erect  a  school  house. 
u  Voted  and  granted  their  request." 

August  31st,  1819,  on  application  of  Alanson  Peckham  and  others  for 
liberty  to  erect  a  school-house  on  the  common  adjoining  the  seventh  dis- 
trict of  highways,  the  freemen  after  consideration,  "-Voted  they  be  al- 
lowed a  piece  of  Land  in  said  Common  of  thirty  feet  Square  for  said  pur- 
pose, in  such  a  part  of  said  common  as  may  sute  said  purpose,  and  be 
least  Injurious  to  said  Town,  which  they  and  their  successors  may  hold  in 
possession  during  the  time  they  shall  keep  a  School  House  thereon  for  the 
use  of  a  school,  and  whenever  said  School-house  cease  to  be  kept  as  a 
School,  the  said  Land  shall  revert  back  to  said  Town  of  Middletown,  and 
they  shall  not  chum  the  same  by  Possession." 

November  19th,  1828,  a  request  of  the  school  committee  for  a  tax  to 
defray  the  expense  of  the  free  school.     "Voted  to  consider  the  same." 


388  MlDDLETOWN. 

August  25th,  1829,  a  tax  of  $119  was  voted  to  support  a  public 
school  in  this  town  this  year. 

August  30th,  1830,  report  of  the  public  school  committee  received 
and  accepted  b}r  the  town.  Records  of  the  annual  election  of  public 
school  committee  and  of  their  reports  being  received  and  accepted,  are 
found  up  to  1846,  when  the  town  was  divided  into  five  districts,  which 
is  the  present  number. 

April,  1847,  uVoted  that  the  school  committee  consist  of  three  persons, 
and  to  receive  a  compensation  for  their  time  and  trouble  of  $4.  each  per 
annum  ;  also  voted  to  raise  a  tax  of  Si 25.  for  the  support  of  the  public 
schools  subject  to  the  Public  School  Committee."  In  1848  the  amount  of 
the  tax  was  raised  to  $150.  In  1851  the  tax  assessed  was  only  $100  ;  but 
the  following  year  it  was  raised  to  $200.  In  1861  the  tax  assessed  was 
$500  ;  in  1871  it  was  $1500.  The  present  appropriation  of  the  town  is 
$1800,  which  is  divided  equally  among  the  five  districts.  Under  the  pres- 
ent arrangement  of  the  school  system,  there  is  annually  elected  by  the  town 
a  school  committee  of  five  in  number,  who  have  a  general  supervision  of 
the  five  schools  of  the  town.  The  committee  are  elected  for  one,  two, 
and  three  years,  according  to  law. 

As  will  be  seen  attention  was  earl}'  given  to  the  subject  of  education 
in  this  town,  and  also  provision  made  for  educating  the  poor  children, 
thus  showing  that  our  early  predecessors  realized  the  value  of  an  edu- 
cated community.  A  free  school  was  early  established  and  the  increased 
appropriation  of  monej^for  school  purposes  of  late  years  shows  the  in- 
crease of  interest  in  that  which  is  the  vital  principle  of  all  healthy  growth 
or  improvement  in  our  condition  as  an  organized  body. 


NORTH     KINGSTOWN 


By  D.  G.  Allen, 

S  UPEKINTENDENT. 


To  record  the  educational  events  of  one  hundred  3Tears  with  but  little 
more  to  guide  the  pen  than  tradition,  and  the  treacherous  memory  of 
aged  persons,  we  find  no  small  task.  There  are  but  few  persons  living 
who  can  recollect  much  of  the  school-room  of  1790,  but  when  they  con- 
trast the  schools  of  the  last  decade  with  those  of  that  date  the  stretch 
of  improvement  is  very  great.  There  are  many  persons,  however,  who 
have  heard  parents  and  grand-parents  relate  the  many  improvements  in 
the  mechanic  arts,  but  art  as  well  as  science  is  indebted  to  the  light  of 
knowledge  received  in  the  school-room. 

At  the  commencement  of  the  century,  the  all  absorbing  topics  of  the 
day  were  :  What  will  the  Continental  Congress  do?  Will  Washington 
and  his  army  finally  triumph?  The  first  question  was  settled  in  Phila- 
delphia, July  41  h,  1776.     The  second  at  Yorktown,  October  19,  1781. 

The  study  of  arms  and  the  practice  thereof  robbed  the  school-room 
of  its  devotees,  and  the  school-master  of  his  patronage.  During  the  war, 
and  for  twenty  years  after,  the  subject  of  education  received  but  little 
attention.  The  lower  classes,  comprising  the  sturdy  yeomaniy  of  the 
countiy,  fancied  that  learning  was  ruinous  to  the  young  men  of  the  soil ; 
the  opulent  and  the  aristocracy  were  the  principal  patrons  of  the  few 
select  schools  in  the  more  populous  places. 

Educators,  similar  to  Euclid,  Plato,  Aristotle  and  Socrates,  did  not 
set  forth  the  philosophy  of  letters  till  a  later  date. 

The  few  designed  for  the  law,  divinity  or  the  medical  art  prepared  for 
college  or  the  university  under  some  divine.  Collegiate  education  was 
thought  to  be  a  useless  appendage,  save  perhaps  to  a  teacher  of  the 
classics  in  the  city  or  large  village.  Lawyers,  ministers,  and  the  higher 
class  of  teachers  were  the  guardians  of  society. 


390  North  Kingstown. 

Rooms  occupied  for  school  purposes  for  the  common  grades  were 
some  vacant  carpenter's  shop,  some  spare  room  in  an  old  dwelling  house, 
or,  if  you  will  indulge  credulit}T,  some  unoccupied  barn  with  a  stove 
pipe  chimney. 

School-rooms  in  those  da}*s  were  unique  and  curious  to  the  refined 
taste.  The  old  stone  chimney  with  a  fire-place  six  or  eight  feet  wide, 
and  stone  andirons,  with  a  glowing  fire  made  of  oak  or  walnut  wood, 
the  cross-legged  table  and  the  long  writing  desks  on  two  or  three  sides 
of  the  room,  the  benches  of  saw  mill  slabs,  and  round  legs  with  the 
bark  on,  are  true  emblems  of  "  }'e  olden  times." 

Fancy  yourselves  in  that  antiquated  school-room  before  a  clown- 
ish pedagogue  surrounded  by  a  score  or  more  of  rude,  uncouth  bo}'S 
and  girls  from  three  to  five  years  in  their  "  teens,"  all  dressed  in  red  or 
moss- colored  flannel,  or  sheep's-gray  kersey  just  from  the  spinning 
wheel  and  the  loom. 

Behold  the  school-master  clad  in  the  old  English  costume,  the  standup 
collar,  the  large  broad  skirts  and  lapels,  the  velvet  knee-breeches 
buckled  tight  below  the  knees,  the  long  gray  stockings  and  the  shoes 
with  broad  buckles  ;  to  crown  all,  the  powdered  hair  and  braided  cue  tied 
with  a  black  ribbon  down  the  back. 

The  word  is  given  for  order,  and  all  are  seated  on  the  benches.  The 
morning  devotions,  consisting  of  a  lesson  from  the  New  Testament, 
read  by  each  scholar  in  turn  that  can  read,  being  over,  the  usual  routine  of 
studies  is  commenced, — ciphering  and  writing  in  the  forenoon,  reading, 
ciphering,  writing  and  spelling  in  the  afternoon.  The  small  scholars 
in  the  alphabet,  in  reading  and  spelling  fill  up  the  measure  of  the  day. 
The  room,  the  teacher  and  scholars  were  all  well  adapted  to  each  other- 

Reading,  writing,  ciphering,  and  spelling  were  the  only  branches 
usually  taught  in  the  common  or  lower  schools,  and  but^two  classes  were 
ever  called  upon  the  floor  to  recite,  the  reading  class  and  the  spelling 
class. 

In  arithmetic  the  scholar  was  often  required  to  write  in  a  manuscript 
all  the  sums  and  principal  rules,  except  in  fractions,  which  but  few 
teachers  were  acquainted  with.  A  teacher  generally  had  a  manuscript 
of  his  own,  and  if  he  could  not  readily  work  out  the  sum  for  a  pupil, 
he  would  resort  to  it  for  aid. 

It  was  not  often  that  he  could  explain  or  demonstrate  a  problem.  He 
would  work  it  out  on  the  slate  or  copy  it  from  his  manuscript ;  the  scholar 
would  then  take  it  to  his  seat ;  if  he  could  solve  it,  well,  if  not,  it  was 
all  the  same.  I  have  seen  manuscripts  an  inch  and  a  half  thick,  large 
sheets,  containing  all  the  sums  in  Pike's  Arithmetic  and  some  in  DabolFs. 


Discipline.  391 

The  books  used  in  the  schools  were  Pike's  and  Daboll's  Arithmetics, 
and  Thomas  Dilvvorth's,  with  a  few  others  of  British  origin.  In  1783, 
Noah  Webster  published  his  spelling-book,  English  grammar,  and  a 
compilation  for  reading.  These  were  the  first  books  of  the  kind  pub- 
lished in  this  country.  Their  popularity  soon  won  general  patronage 
and  those  of  British  make  went  out  of  date. 

Writing-books  were  made  of  coarse,  plain,  English  paper,  covered 
with  a  coarser  article,  ruled  with  a  fiat  piece  of  lead.  Goose  quill  pens 
were  the  onl}r  ones  in  use.  Stone  slates  and  pencils  had  not  been  in- 
truded upon  by  patent  rights. 

Rules  for  governing  schools  were  few,  arbitral^,  and  often  led  to  severity. 
One  punishment  inflicted  opon  disobedient  scholars,  was  to  cause  them 
to  hold  up  a  block  of  wood  of  three  or  four  pounds  weight  b}T  the  left 
hand  at  full  arm's  length  for  five,  ten  or  fifteen  minutes,  according  to  the 
nature  of  the  offence.  Another  was  to  whip  the  hand  with  a  ferule  or 
a  leather  strap.  Another  was  to  yoke  two  scholars  together  by  the  neck 
with  a  yoke  made  with  two  bows  like  an  ox-yoke.  To  make  the  punish- 
ment more  humiliating  a  boy  and  girl  were  yoked  together  ;  sometimes 
a  colored  girl  was  yoked  with  a  white  boy  or  girl.  Sometimes  the}'  were 
as  wild  and  frantic  as  a  pair  of  half-tamed  steers.  An  instance  was 
related  to  me  of  two  scholars  who  were  required  to  whip  each  other 
with  birch  whips.  William  Hall  drew  a  picture  of  a  noted  corpulent 
dignitary  of  the  trustees  of  Washington  Academ}'  the  fifth  or  sixth  }ear 
of  its  age,  with  a  pipe  in  his  mouth,  and  passed  it  to  Gideon  Freeborn. 
The  teacher's  keen  eye  fell  upon  its  transit.  Gideon  was  called  up  and 
was  compelled  to  expose  its  author,  whips  were  sent  for,  and  each  was 
to  whip  the  other  till  he  cried.  Gideon  being  the  younger  was  the  first 
to  shed  tears,  but  he  failed  to  produce  them  from  William.  The  teacher 
therefore  said  it  was  his  rule  to  whip  till  the  tears  come,  and  so  whipped 
William  till  he  cried. 

The  quarter  of  twelve  weeks  having  ended,  and  the  teacher's  bills 
being  made  up,  they  are  distributed : 

Mr.  Jones,  Dr.  to  Tuition   of  son  Stukely  or  Sally   Ann    (as   the   case 

may  be)  12  weeks  at  8  1-3  cents  per  week $1 .00 

A  ninepence  was  thought  to  be  too  much.  The  bill  is  paid  in  barter ; 
a  bushel  of  corn,  a  few  lbs.  of  meat,  flax,  wool,  or  a  Spanish  milled  dol- 
lar, according  to  circumstances.  Continental  mone}'  had  depreciated  in 
value,  or  had  ceased  to  be  currency.  Thus  ends  the  first  twenty-five 
years  of  our  school  record. 


392  North  Kingstown. 

At  the  close  of  1779,  there  was  but  one  meeting-house  in  our  town, 
that  belonging  to  St.  Paul's  Episcopal  Church  in  the  village  of  Wick- 
ford. 

The  several  orders  of  Baptists  worshipped  in  dwelling-houses  in 
different  localities  in  the  town. 

The  Quakers,  not  numerous,  worshipped  in  some  rented  room  in 
Wickford.  At  this  date,  they  are  nearly  extinct.  There  are  at  present 
one  Episcopal  Church,  five  Baptists  and  one  Catholic. 

In  1800,  there  was  not  a  school-house  in  the  town,  and  but  one  literary 
institution  beside  Brown  University  in  the  state.  At  this  period  a  new 
era  dawns  upon  the  people.  Statesmen,  merchants  and  divines  consult 
the  interests  of  the  country,  and  the  interests  of  the  people.  How  can 
the}T  be  made  wiser,  more  virtuous  and  better  citizens? 

The  diffusion  of  knowledge  among  the  masses  was  the  onty  hope  of 
the  perpetuity7  of  the  new  democratic  government.  School-houses 
must  be  built,  and  the  common  people  must  be  educated.  The  subject 
had  scarcel}T  been  thought  of,  and  there  was  a  large  per  cent,  of  the 
common  people  that  could  neither  read  nor  write.  There  was  an 
increasing  demand  for  knowledge,  for  teachers,  and  for  places  of  edu- 
cation. 

With  these  things  in  view  some  of  the  first  citizens  of  Newport? 
Providence,  and  North  Kingstown  united  in  the  establishment  of  an 
Academy,  and  Wickford  was  the  place  decided  upon  for  its  location. 

Washington  Academy. 

The  records  of  this  institution,  mainly,  have  been  kept  on  sheets  of 
paper,  except  two  small  manuscripts,  one  copied  from  the  papers  of  the 
first  two  years,  and  the  other  at  the  renewal  of  the  charter  in  1833. 

The  subscription-paper  with  the  names  of  the  donors  and  the  sum 
each  one  gave,  together  with  the  amount  realized  from  a  lottery,  are  not 
to  be  found,  but  it  appears  evident  that  the  expenses  were  defrayed 
partly  by  shares  of  $20  each  and  partly  by  a  lottery. 

The  custom  of  building  meeting-houses,  academies  and  bridges  by 
such  means  had  not  quite  gone  by  in  those  days.  Strange  philosophy  : 
— doing  evil  that  good  might  come. 

At  the  first  regular  meeting  of  stockholders  sixty-seven  shares  were 
represented.  At  another  seventy-two  ;  probably  there  were  one  hundred 
which  would  make  $2,000  realized  by  subscription,  and  about  as  much 
by  the  lottery. 

The  first  meeting:  under  the   Articles  of  Association  was  held  March 


Washington  Academy.  393 

10,  1800,  at  the  house  of  Oliver  Spink  in  Wickford.  The  meeting  was 
organized  b}-  the  election  of  Peter  Phillips,  chairman  ;  Benjamin  Fowler, 
treasurer,  and  William  G.  Shaw,  clerk. 

A  committee  was  appointed  to  draft  a  charter  and  draw  a  petition  to 
be  presented  to  the  General  Assembly  to  be  holden  in  June.  At  a  sub- 
sequent meeting  the  following  named  persons  were  elected  trustees  : 

Loclowick  Updike,  Benjamin  Fowler, 

George  Thomas,  Daniel  E.  Updike, 

Thomas  Rumereil,  William  G.  Shaw, 

Benjamin  Reynolds,  Ray  Greene, 

John  Allen,  Walter  Channing, 

William  Ellery.  Christopher  G.  Champlin, 

Robert  N.  Auchmuty,  Asher  Bobbins, 

Daniel  Lyman,  John  G.  Clark, 

Samuel  Elam,  William  Hunter, 

John  Brown,  Phillip  Tillinghast, 

Joseph  Reynolds,  Robert  Eldred, 

Peter  Phillips,  Thomas  P.  Ives, 
Nicholas  Brown. 

The  first  meeting  of  trustees  under  the  charter  was  held  the  27th  day 
of  August,  a.  i>.,  1800,  the  time  set  for  the  annual  meetings. 

Samuel  Elam,  was  elected   President. 

Peter  Phillips,         "  Vice  President. 

Benjamin  Fowler,  "  Treasurer. 

Daniel  E.  Updike,  "  Secretary. 

At  this  meeting  an  offer  of  four  acres  of  land  was  presented  to  the 
trustees  of  the  institution  as  a  suitable  place  for  the  edifice  by  "  Mr. 
Nicholas  Spink  and  Ann  his  wife,  and  Mr.  John  Franklin  and  Hannah, 
his  wife,"  which  was  graciously  accepted.  A  vote  of  thanks  was  passed 
and  the  president  was  requested  to  communicate  them  to  the  parties. 

Besides  the  shares  actually  paid  in,  Mr.  Samuel  Elam  of  Portsmouth, 
gave  $100  as  a  present,  and  as  tradition  has  it,  wanted  the  institution 
named  after  himself — Elam  Academy.  Mr.  Elam  was  an  English 
gentleman  of  wealth,  a  bachelor,  and  owned  a  valuable  farm  in  the  vicinity 
of  its  location,  and  it  was  thought  he  would  have  endowed  it  with  the 
gift  of  that  farm  had  his  wishes  been  giatified,  but  the  indomitable 
Daniel  E.  Updike  persisted  in  calling  it  Washington  Academy,  and  so 
the  matter  rested. 

Meetings  were  notified  and  adjourned  often  for  want  of  a  quorum, 
and  much  time    was  wasted,  causing  great  delay  in  the  progress  of  the 


394  North  Kingstown. 

buildings.  November  4,  1801,  the  building  committee  reported  the 
work  nearly  completed,  but  there  was  a  deficiency  in  the  treasury.  New 
subscription  papers  were  sent  out  to  raise  a  further  sum  to  finish  the 
contract.  And  here  we  regret  to  find  the  record  of  the  secretary  at  an 
end. 

A  committee  of  eleven  persons  was  appointed  to  nominate  a  suitable 
person  for  principal  or  head  instructor.  B}T  tradition,  we  find  that 
Alpheus  Baker  of  Newport  was  elected  principal,  and  Remington 
Southwick,  assistant  teacher.  These  men  were  said  to  be  liberally 
educated. 

The  school  commenced  early  in  1802  with  but  seven  s  molars,  but  the 
number  was  soon  increased  to  about  one  hundred.  Students  resorted 
to  this  place  from  Providence,  and  Newport  and  from  other  States  of 
the  Union.  There  are  several  citizens  in  this  State  who  received  instruc- 
tion in  the  old  Academy  in  its  earliest  days,  and  many  from  that  time 
down  to  the  present. 

Alpheus  Baker  continued  as  principal  for  five  or  six  years  and  resigned 
in  November,  1806.  Remington  Southwick  went  up  the  ten-rod  road  to 
surve}7  for  a  contemplated  turnpike,  and  on  his  return  home  was  thrown 
from  his  horse  and  instantly  killed. 

Several  teachers  succeeded  these  gentlemen,  but  we  fail  to  find  the 
time  and  order  of  their  teaching,  but  we  should  judge  the  periods  to  be 
from  six  months  to  seven  or  eight  years.  We  give  their  names  as  wre 
have  gathered  them.  Wilbur  Tillinghast,  Linden  Fuller,  Amanuel 
Northup,  and  his  brother,  Carr  Northup,  Barton  Ballou,  Mr.  Wood,  and 
Francis  Chappell,  Esq.,  so  well-known  to  the  citizens  of  Wickford.  He 
was  first  a  teacher  of  select  schools  in  the  village,  and  the  latter  part  of  his 
teaching,  in  the  academy.  He  commeuced  the  profession  in  1815,  and 
followed  it  for  about  forty  years.  For  many  years  he  had  charge  of  the 
free  schools  in  connection  with  the  select.  But  few  men  could  boast 
of  having  been  in  the  service  so  lon^. 

Washington  Academy  Revived. 

The  interest  in  the  Washington  Academy  having  subsided  very  much 
after  twent3T-five  or  thirty  years  of  life,  the  buildings,  by  neglect,  became 
much  impaired,  and  it  was  evident  that  the  edifice  must  be  repaired  or 
fall  to  ruin.  Happityat  this  crisis,  April  13th,  1833,  the  citizens  of  Wick- 
ford rallied  once  again.  Calling  some  of  the  liberal  men  of  wealth  in 
Providence  and  Newport  to  their  aid,  they  held  meetings,  discussed  the 
benefits  of  education,  the  good  the  old  academy  had  done  in  its  better 
days  ;  and  resolved  to  resuscitate  it  for  the  benefit  of  the  3-outh  in  the 
town  and  state. 


Washington  Academy.  395 

The  charter  grunted  in  June  1800,  in  consequence  of  neglect  and 
non-conformity  to  its  requirements,  became  annulled,  and  in  October, 
1833,  a  petition  was  sent  to  the  General  Assembly  praying  that  the  old 
charter  might  be  revived,  with  an  amendment  to  the  effect  that  it  should 
not  become  forfeited  by  neglect  to  hold  the  annual  meetings. 

The  Trustees  under  the  charter  as  amended,  were  : 

Nicholas  Brown,  Thomas  P.  Ives, 

Daniel  E.  Updike,  Robert  Elclred, 

William  G.  Shaw,  William  Hunter, 

Asher  Robbins,  Chris.  G.  Champlin, 

John  Brown  Francis,  William  Sprague,  Jr. 

James  Allen,  Jonathan  Reynolds, 

Peleg  Weeden,  Joseph  Sanford, 

Pardon  T.  Hammond,  George  Hammond, 

Euclid  Chadsey,  Jeremiah  G.  Chadsey, 

Christopher  Allen,  Benoni  P.  Bates, 

At  the  regular  meeting,  November,  1833,  His  Excellency 

John  Brown  Francis  was  elected President. 

Jonathan  Reynolds  "  Vice  President. 

Pardon  T.  Hammond         "  Secretary. 

Joseph  C.  Sanford  "  Treasurer. 

John  Brown  Francis,  Jona.  Reynolds  and  Pardon  T.  Hammond  were 
elected  year  after  year,  until  the  institution  became  the  property  of 
School  Districts  3  and  4.  A  subscription  of  $457.  was  obtained  early 
in  the  year,  and  the  buildings  were  put  in  good  repair. 

The  first  Monday  in  June,  1833,  William  I).  Upham,  assisted  by  Miss 
Caroline  Whiting,  commenced  school.  Mr.  Upham's  salary  was  8100. 
per  quarter  of  12  weeks,  and  one-half  of  the  proceeds  from  tuition  that 
might  occur  above  the  regular  salaries.  The  Principal's  pay  amounted, 
for  the  year,  by  this  method,  to  $427.  Miss  Whiting's  amounted  to  a 
little  more  than  $200.  Miss  Harriet  Hall  and  Miss  Margaret  Grafton, 
weie  assistants  part  of  the  time. 

A  respectable  number  of  students  from  abroad  attended  the  school, 
and  it  flourished  about  two  and  a  half  years.  On  November  21,  1836, 
Mr.  Upham  sent  in  his  resignation  as  principal,  and  wps  succeeded  by 
William  H.  Taylor,  in  March,  1837.  He  was  hired  for  six  months  for 
$225. 

Subsequent  teachers  remained  but  short  periods  each,  andthe  in- 
terest soon  waned. 

Francis  Chappell  occupied  a  room  in  the  building  for  free  schools 
several  years,  in  connection  with  his  select  schools. 


396  North  Kingstown. 

The  general  interest  in  education  was  not  sufficiently  great  nor  the 
place  sufficiently  attractive  to  draw  pupils,  and  consequently  teachers 
liberally  qualified  were  not  called  to  fill  the  Preceptor's  chair. 
After  Mr.  Upham  retired  not  much  was  heard  of  the  Washington  Acade- 
my till  1848,  when  the  school  committee  required  the  several  districts 
to  build  school-houses  or  lease  buildings  for  a  term  of  years. 

Lease  of  Washington  Academy. 

May  27,  1848  several  of  the  trustees  of  the  academy  requested  Pardon 
T.  Hammond,  Esq.,  Secretary,  to  notif3Ta  special  meeting  of  the  trustees 
to  beholden  on  Tuesday,  the  30th,  inst.,  to  take  into  consideration  the 
expedienc}T  of  leasing  the  academy  for  a  term  of  years. 

This  meeting  was  adjourned  to  the  10th  of  June,  when  it  was  voted 
to  lease  the  academy  and  lot  to  School  Districts  Nos.  3  and  4,  for  the 
term  of  nint}'-nine  years,  at  the  price  of  one  cent  per  annum  ;  the  Dis- 
trict keeping  in  good  condition  the  buildings  and  fences.  Thus  it  con- 
tinued till  September  8th,  1874,  when,  by  the  incendiary's  torch,  it  was 
burned  to  the  ground. 

The  building  at  the  outset  was  large  and  convenicntl}*  arranged  ;  six- 
ty by  thirty  feet,  high  posted  and  airy.  There  was  on  the  first  floor  one 
room  thirty  b}'  twenty-four  feet,  and  two  recitation-rooms,  one  on  either 
side  ;  and  the  second  floor  was  precisely  the  same,  except  not  quite  so 
high  studded. 

This  building  stood  on  the  hill,  overlooking  a  small  cove,  or  sheet  of 
tide  water,  on  the  north,  and  facing  the  ever  memorable  Ten  Rod  Road 
on  the  south.  The  surrounding  view  was  picturesque  and  somewhat 
extensive.  -  It  being  on  the  southern  outskirt  of  the  village,  it  was 
quite  convenient  for  all  the  people  of  the  place. 

With  the  insurance  of  $2,000.  realized  from  the  old  building,  and 
$9,500.  raised  by  a  tax  on  the  ratable  property  of  the  districts,  the  pres- 
ent beautiful  edifice  was  constructed  in  1875.  It  is  an  honor  to  the 
place,  the  cause  of  education,  and  the  committee  who  planned  it,  and 
superintended  its  construction.  It  is  to  be  regretted  that  the  worthy 
committee  was  not  honored  with  a  vote  of  thanks  for  their  assiduous  la- 
bors, and  the  building  with  dedicatory  services. 

The  new  building  is  on  the  foundation  of  the  old,  eight  feet  longer 
and  five  wider.  There  are  two  school  rooms,  one  on  either  side  of  a  ten 
feet  hall,  twenty-three  by  thirty-three  feet,  with  dressing-rooms  on  the 
outer  side  of  each,  and  closets  for  washing  hands.  The  rooms  are  hard 
finished,  and  furnished  with  patent  desks  and  chairs,  one  for  each 
scholar.    The  teacher's  platform  is  raised  one  foot,  and  faces  the  scholars. 


Libraries.  397 

The  school  is  graded.  The  Grammar  department  is  in  charge  of  Mr. 
F.  E.  McFee.  The  Intermediate  is  in  charge  of  Miss  Carrie  A.  Bar- 
ton, and  the  Primary  is  in  charge  of  Miss  Jennie  F.  Johnston.  The 
number  of  scholars  during  the  year  has  been  from  130  to  140. 

We  take  pleasure  in  recording  the  staid  and  quiet  order  of  the  school- 
rooms of  this  place,  as  well  as  other  school-rooms  of  the  town. 

Corporal  punishment  has  become  very  nearly  an  obsolete  thing  in  our 
schools  We  can  remember  well,  when  the  school  was  governed  by  the 
ferule  and  the  whip.  It  is  better,  far,  when  a  scholar  is  persistent  in 
disorder,  to  dismiss  him  at  once,  than  to  demoralize  a  whole  school  by 
flagellation.     Semi-barbarism  has  yielded  to  moral  suasion. 

For  seventy-live  years  has  this  hill  been  adorned  with  an  institution 
of  learning — the  second  of  the  kind  in  the  State.  Its  first  patrons  and  ben- 
efactors, the  first  and  most  distinguished  men  of  Rhode  Island,  have  had 
their  day  and  have  passed  away.  Of  the  trustees  of  1833  but  one  sur- 
vives, Mr.  George  Hammond,  of  Wickford. 

The  Institution  has  just  entered  upon  the  last  quarter  of  the  centuiy. 
Its  prospects  for  usefulness  were  never  better  than  to-day.  Its  com- 
peers are  numerous.  The  Friends'  Boarding  School,  the  Lapham  Insti- 
tute, the  Greenwich  Academy,  and  the  High  Schools  in  the  cities  and 
large  villages  are  doing  a  work  that  tells  in  the  histoiy  of  the  State,  and 
especially  in  the  cause  of  education. 

If  education  advances  in  the  ratio  it  has  for  the  hundred  years  past, 
who  can  compass  its  magnitude,  or  estimate  the  moral  good  it  will  do 
to  our  country  and  the  world. 

Libraries. 

Soon  after  the  establishment  of  the  academ}-  the  nucleus  of  a  library 
was  commenced  b}T  subscription  and  near  300  volumes  of  valuable  books 
were  placed  in  the  institution  for  the  benefit  of  the  teachers,  scholars, 
and  people  of  the  village.  This  library  was  Selected  from  the  most  ap- 
proved standard  authors  then  extant,  and  it  is  a  wonder  that  an  intelli- 
gent reading  public  would  allow  so  valuable  a  treasure  to  become  scat- 
tered and  lost  as  it  was. 

A  library  gotten  up  in  1821,  at  a  cost  of  $170.79,  by  the  citizens  of 
the  village,  called  ''The  Library  Society,"  and  numbering  223  volumes, 
was  sold  at  public  auction,  January  24th,  1821),  each  shareholder  receiv- 
ing his  portion  of  the  sale. 

Since  that  time  there  has  been  no  librar}'  in  the  town,  save  one  small 
circulating  library,  where  a  fee  of  six  or  eight  cents  a  week  was  charged  ; 
and  the  libraries  connected  with  the  Sunday  schools  of  the  several 
churches. 


398  North  Kingstown. 

The  Catalogue  of  this  library  and  the  cost  of  the  books  ma}-  be  found 
on  file  with  the  papers  of  the  Washington  Academy,  in  a  good  state  of 
preservation,  at  the  residence  of  the  late  Pardon  T.  Hammond,  Esq., 
who  was  the  careful  Secretaiy  of  that  institution  so  many  years. 

From  the  number  of  }'onng  and  middle-aged  men  to  be  seen  in  the 
Tillage  of  Wickford,  we  are  led  to  inquire  whether  there  is  a  literary 
society  in  the  place  or  not.  Some  twenty  years  since,  there  was  an  or- 
ganization for  the  mutual  improvement  of  its  members  in  reading, 
writing  essays,  and  public  speaking. 

This  society  had  its  origin,  lived  a  few  brief  years,  was  useful  and  in- 
teresting, but  died  from  the  feebleness  of  the  will,  as  such  institutions  are 
sure  to,  when  left  to  the  natural  inclination  of  the  public. 

School  Houses. 

Soon  after  the  establishment  of  the  academy*  in  Wickford,  school-houses 
were  built.  The  first  in  the  town  was  built  b}r  Thomas  Allen,  John 
Wightman  and  Thomas  G.  Allen,  about  the  year  1806.  Soon  after,  the 
last  named  gentleman  bought  the  rights  of  the  other  two,  and  it  was 
used  for  meeting  and  school  purposes  till  1837,  when  it  was  moved  and 
became  a  part  of  the  dwelling  house  on  the  Gould's  Mount  farm. 

This  school-house  stood  in  the  northern  part  of  Quidnesette,  now 
District  No.  1,  a  little  in  front  of  the  present  new  one.  It  was  about 
24  feet  by  26,  with  an  entiy  across  the  east  end,  nine  feet  posts  and  arched 
overhead.  There  was  an  elevated  pulpit  and  desk,  with  balusters  on 
three  sides,  but  the  old  fashioned  writing  desks  and  benches  without 
backs  were  the  only  conceivable  furniture  for  a  school-house  in  those 
days  ;  and  these  must  be  fastened  to  the  walls  of  the  house  on  two  sides 
firmly,  or  they  would  not  long  endure  the  wear  and  tear  of  a  school-room. 

The  second  house  was  built  by  William  Reynolds  in  1808.  It  stood  on 
the  hill,  one-fourth  of  a  mile  south  of  Potowomu't  Mill,  and  near  the  res- 
idence of  the  owner.  After  having  been  occupied  for  school  and  meet- 
ing purposes  a  few  years  it  was  moved  and  converted  into  a  dwelling 
house.  About  this  time  a  school-house  was  built  near  the  Davisville 
Depot,  by  Ezra  and  Jeffrey  Davis,  that  has  been  supplanted  by  another 
of  much  larger  dimensions  in  a  more  central  locality. 

Several  school-houses  were  built  in  different  parts  of  the  town  a  little 
previous  to  the  introduction  of  free  schools.  New  school-houses,  with 
modern  improvements,  and  furnished  with  the  best  and  most  convenient 
common  school  appliances,  have  been  built  in  half  of  the  districts. 
The  northern  part  of  the  town  was  first  to  build  school-houses,  though 
indebted  to  Wickford  for  the  first  impulse. 


School  Houses.  399 

The  modern  improvements  in  school-houses  commenced  in  our  town 
about  1855.  Patent  desks  and  seats,  chairs  and  settees  are  the 
necessary  appendages  of  all  newly-modeled  school-houses.  When 
these  are  contrasted  with  those  of  1810, 1820  and  1830,  the  improvement 
is  very  apparent— especially  when  we  take  those  furnished  with  the 
long  writing  desks  on  either  side  of  the  house,  and  the  seats  without 
backs,  made  of  slabs.  Comfort,  convenience  and  ease  in  the  school- 
room were  not  thought  of  in  those  days,  by  parents  or  teachers.  Taste 
and  refinement  follow  in  the  path  ot  knowledge,  light  and  civilization. 

The  establishment  of  the  Academy  at  Wickford  in  a  few  years 
created  a  marked  difference  in  the  construction  of  houses,  as  well  as  in 
the  class  of  teachers  and  in  the  character  of  the  schools.  At  first  the 
buildings  were  not  painted.  The  farm  houses  were  small,  half  finished 
and  low  studded.  The  taste  of  half  a  century  has  remodeled  every 
building.  School-houses,  dwelling-houses  and  even  barns  are  painted, 
and  show  the  march  of  improvement. 

Half  a  century  since,  grammar  and  geography  were  not  known  in 
the  common  schools.  These  important  branches  were  long  neglected. 
We  can  recollect  the  time  when  the  teachers  of  the  country  schools  were 
entirely  ignorant  of  them. 

The  progress  of  teachers  and  scholars  toward  a  higher  standard, 
though  slow,  was  visible  from  year  to  year  till  1828,  wlien  money  was 
appropriated  by  the  State,  and  the  District  system  commenced. 

Teachers. 

Among  the  earliest  country  teachers  of  the  nineteenth  century  made 
known  to  me  is  Daniel  Havens,  late  of  Wickford.  His  school-room  was 
in  the  north  chamber  of  Royal  Vaughan's  house,  now  owned  by  Nathan 
Carpenter,  a  little  north  of  the  Devil's  foot  rock,  on  the  post  road  from 
Wickford  to  Greenwich. 

The  description  of  the  room  and  school  was  given  me  by  Mr.  Henry 
R.  Reynolds,  a  pupil.  It  was  about  the  year  1807.  The  room  was 
about  fifteen  feet  square,  lighted  by  one  window  on  the  east  side  and 
one  on  the  north.  The  fire-place  was  on  the  west  side.  In  the  middle 
of  the  room  was  a  table  three  and  a  half  feet  by  six  or  seven,  made  of 
two  boards  battened  together,  and  mounted  on  two  cross  legs  made  of 
small  joists.     On  either  side  was  a  slab  bench  for  seats. 

Two  sides  of  the  room  were  occupied  with  desks  and  slab  seats  for 
writing  and  ciphering. 

The  walls  ot  the  room  were  plastered,  but  overhead  it  was  neglected, 


400  Nokth  Kingstown. 

as  it  was  evidently  too  hard  work  for  the  mason.  Smoke  and  cobwebs 
had  colored  brown  the  timbers  and  boards. 

The  number  of  scholars  in  this  school  was  about  twenty-five.  Usually 
it  varied  according  to  the  season  and  the  popularity  of  the  teacher. 

The  usual  books,  Dilworth's,  Webster's  and  Daboll's,  furnished  drilling 
matter  for  the  common  elementary  schools. 

The  size  and  age  of  scholars  varied  from  five  to  twenty-five  3'ears. 
Advantages  and  disadvantages  accelerated  or  retarded  the  progress  of 
education  in  those  days,  as  now.  Some  were  apt  scholars,  and  by 
industry  and  perseverance  learned,  and  others  wasted  their  time,  and 
made  but  little  progress.  Probably  this  school  was  a  fair  sample  of  the 
schools  of  this  time,  and  even  of  an  earlier  date. 

Among  other  antiquated  teachers  of  a  later  date  may  be  mentioned 
Susan  Greene,  Oner  Chadsey,  Stephen  Branch,  Nathan  A.  Arnold, 
Ashael  Otis,  Joseph  W.  Allen  and  Samuel  R.  Ailsworth. 

Hon.  Jeremiah  G.  Chadsey,  late  of  Wickford,  was  a  teacher  in  the 
Kent  Academy  two  and  a  half  years,  under  the  Rev.  Abner  Alden,  first 
Preceptor  of  that  institution.  Afterward  he  taught  five  years  in  Appo- 
naug  in  Warwick.  As  he  was  a  known  scholar,  and  had  acquired 
the  reputation  of  a  good  teacher,  some  of  the  most  eminent  officers  and 
statesmen  of  Rhode  Island  were  his  pupils. 

Benjamin  Allen,  LL.  D.,  some  ten  years  the  senior  of  Chadsey,  and 
near  his  birth  place,  was  born  in  1772,  in  Quidnesette,  North  Kings- 
town. When  fifteen  years  of  a^e  he  ran  away  from  home  to  seek  an 
education.  His  cousin,  Hon.  John  Allen,  happening  to  meet  him  very 
early  in  the  morning,  persuaded  him  to  return  with  him  to  his  father, 
and  he  would  intercede  for  the  father's  assistance  He  was  found 
lenient,  and  the  aid  so  much  coveted  was  immediately  proffered.  By 
the  father's  help  and  his  own  untiriDg  industry  as  a  teacher,  he 
graduated  with  high  honors  in  1797  at  Brown  University,  and  was  a 
tutor  in  that  institution  for  one  year,  after  which  he  was  elected  princi* 
pal  of  the  Plainfield  Academy,  in  Connecticut.  A  few  years  later  he 
was  a  professor  in  a  college  in  Pennsylania,  and  later,  in  a  college  in 
New  York  State. 

For  several  years  he  had  a  select  school  for  boys  and  young  men  at 
Hyde  Park,  on  the  banks  of  the  Hudson.  He  died  in  1836,  aged  nearly 
64  years. 

Common  Schools. 

Early  in  the  present  century  the  subject  of  supporting  schools  bjT  tax- 
ation began  to  attract  the  attention  of  the  pulpit,  the  press  and  the  legis- 


Common   Schools.  401 

lativemen.  In  1825  the  Rev.  Thos.  H.  Gallaudet,  of  Hartford,  commenced 
his  essays  on  popular  education,  at  the  same  time  Jas,  G.  Carter,  Horace 
Mann  and  Emerson  Davis,  of  Massachusetts,  with  a  Wayland,  of  Rhode 
Island  were  sending  forth  bright  sparks  frorn  their  ever  fertile  minds.  In 
1828  the  Legislature  of  this  State  appropriated  mone3T  for  the  support  of 
public  schools.  This  act  of  the  Rhode  Island  Assembly  is  easilj" 
traceable  to  the  great  light  emanating  from  these  distinguished  men. 

The  record  does  not  show  what  was  North  Kingstown's  proportion  of 
the  mone}'  the  first  year,  but  judging  from  the  amount  of  several 
succeeding  years,  it  must  have  been  about  $331  from  the  State,  and 
rate  bills  collected  from  the  parents  of  those  children  in  attendance,  by 
the  teacher,  made  up  the  balance.  The  teachers  boarded  around  among 
the  scholars.  Teachers' wages  were  usually  $10  to  $12  per  month.  They 
were  required  to  be  examined  in  all  the  branches  usually  taught  in  the 
common  schools. 

When  the  examination  of  teachers  for  the  District  Schools  com- 
menced, a  class  of  teachers  that  had  the  monopoly  of  the  lower  schools 
soon  went  out  of  vogue,  and  teachers  from  the  Friends'  Boarding 
School,  of  Providence,  and  from  the  Academies  of  Greenwich  and 
Wickford,  took  their  places. 

New  books  began  to  take  the  place  of  Webster's,  and  literature 
opened  a  new  field  to  the  lovers  of  learning. 

At  the  June  town  meeting,  1828,  a  School  Committee  of  fifteen 
persons  was  elected,  comprising  the  most  substantial  citizens  of  the 
town.  They  were  Rev.  Lemuel  Burge,  Francis  Chappell,  Joseph  W. 
Allen,  William  P.  Maxwell,  Willet  Carpenter,  Ezbon  Sanford,  Silas 
Richmond,  Beriah  Brown,  Samuel  Browning,  Jeffre}-  Davis,  William 
Reynolds,  Philip  N.  Tillinghast,  Perry  Greene,  James  Allen  and  Daniel 
Congdon.  Well  would  it  be  if  such  a  class  of  men  could  be  found  in 
these  days  to  look  after  the  affairs  of  education.  At  the  first  meeting 
of  this  Committee,  held  June  21,  1828,  Lemuel  Burge  was  chosen 
chairman,  and  Silas  Richmond  secretary. 

The  town  was  divided  into  ten  districts  ;  soon  after  another  was 
added.     The  record  does  not  show  the  amount  divided  the  first  year. 

October  28,  1828  :  "Voted,  That  schools  be  opened  in  each  district 
on  the  first  Monday  in  December,  and  be  continued  twelve  weeks." 

u  Voted,  That  each  teacher  keep  an  exact  account  of  the  actual 
attendance  of  each  scholar,  and  lay  the  same  before  this  Committee  at 
the  end  of  the  quarter." 

Ci  Voted,  That  the   money  received  from  the  State  be  divided  among 

26 


402  North  Kingstown. 

the  districts,  in   proportion   to   the   number  of  children  that  shall  have 
actually  attended  school," 

"Voted,  That  Lemuel  Burge  be  a  Committee  to  examine  such 
teachers  as  shall  be  directed  to  him." 

"  Voted,  That  the  Committee  of  each  District  shall  hire  the  teachers, 
pay  their  portion  of  the  money,  and  the  balance  the3r  must  receive  from 
the  parents  of  the  scholars,  and  each  committee  is  to  locate  the  school." 

We  should  judge  from  the  Report  of  the  Committee  to  the  u  Freemen 
of  the  town  "  in  June,  1829,  that  the  town  appropriated  money  equal  to 
the  sum  received  from  the  State.  There  was  divided  $378.84  among 
the  schools  in  March  and  April,  1830.  A  like  sum  was  probably  divided 
the  year  before.  The  number  of  scholars  was  1,184  under  the  age  of 
16  years.  The  above  sum  we  find  larger  than  an  average  for  several 
years.  School-houses  were  then  joint  stock  enterprises,  or  owned  by 
private  individuals.  On  April  27,  1833,  $331.05  was  divided  among 
thirteen  districts,  the  census  remaining  the  same. 

At  a  meeting  of  the  School  Committee,  held  November  9,  1835,  it 
was  voted  to  take  a  new  census  of  all  the  white  children  under  the  age 
of  15  years,  and  of  the  colored  children  under  10  years  of  age.  In 
October,  1838,  the  Committee  reported  fourteen  districts  and  $916.22 
from  the  general  treasury,  and  1,044  children  under  16  years  of  age, 
no  distinction  being  made  as  to  color.  In  1846  the  districts  were 
organized  as  incorporated  bodies,  and  trustees,  clerks,  collectors  and 
treasurers  were  elected.  A  census  of  all  the  children  between  4  and  16 
years  was  taken,  and  the  number  was  449.  The  sum  divided  among 
the  districts  was  $1,078.64.  Number  of  districts  fifteen.  In  this 
connection  wTe  would  say,  that  the  discrepancy  in  the  census  is  caused 
by  the  number  of  children  under  4  years  of  age,  the  Irish  children,  and 
the  great  number  that  did  not  go  to  school,  who  were  more  numerous 
then,  than  in  these  days. 

In  1848  the  School  Committee  voted  that  districts  having  no  school- 
houses  should  build,  or  the  public  mone}T  should  be  withheld.  During 
this  year  and  the  next,  the  school-houses  became  the  property  of  the 
districts,   being  either  built  or   purchased  for   that   purpose. 

In  1850  the  number  of  scholars  was  457,  and  the  amount  of  money 
divided  was  $1,340.29. 

In  1860  Hamilton  District  was  made  from  the  three  contiguous  dis- 
tricts. The  number  of  scholars  was  increased  to  578,  and  the  average 
attendance  was  421.  Money  divided  was  $2,033.29.  In  1865  the 
avenge  attendance  was  366.  The  diminution  in  attendance  was  evi- 
dently caused  by  the  severity  of  the  weather.     The  schools  are  affected 


Supervision.  403 

by  the  weather  from  50  to  75,  as  appears  from  the  annual  reports. 
This  year  there  wa9  expended  $1,881.83,  and  the  sum  of  $391  remained 
undrawn  at  the  end  of  the  year.  In  1868  the  average  attendance  was 
397.     Money  divided  $3,042.26,  and  $164.76  undrawn. 

In  1870  the  State  appropriated  $2,083  16  and  the  town  $1,500. 
Hitherto  there  has  been  no  distinction  made  in  the  source  of  the  school 
revenue.  This  year  $288  were  added  from  the  registry  taxes.  The 
average  attendance  was  381.  In  1872  the  average  attendance  was  404. 
Mone}r  from  the  town  and  State  $4,583.12. 

In  1875  the  average  attendance  was  about  440,  and  the  total  number 
was  509.     Revenue  divided  was,  from  the 

State $1,902  39 

Town 2,500  00 

Registry  Taxes 277  70 

Dog  Fund 147  25 

Total .$4,827  34 

With  the  increase  in  the  expenditures  for  schools  the  number  of 
scholars  has  been  increased,  and  there  are  less  truancies.  Moreover,  a 
general  increase  of  interest  in  the  schools  has  been  produced.  The  great 
improvement  in  school-houses,  in  the  furniture,  in  the  class  of  teachers, 
and  in  the  order  of  the  school-room,  have  made  the  subject  of  education 
both  a  pleasant  and  an  agreeable  one  to  consider. 

As  the  sciences  and  arts,  together  with  general  education,  advanced, 
the  necessity  of  a  change  in  school  books  became  apparent.  Webster's, 
Alden's  and  Daboll's  books  were  the  principal  ones  used  in  the  schools 
at  the  beginning  of  the  Public  School  system  in  1828.  Since  that  date 
we  need  only  sa}T,  that  the  text  books  have  undergone  many  changes, 
till  at  the  present  time  it  is  believed  the  schools  are  supplied  with  as 
good  books  as  are  published. 

In  1853  George  II.  Church,  M.  D.,  was  allowed  $22  for  visiting  the 
schools  of  the  town  during  the  winter.  Formerly  the  School  Committee 
visited  them  in  turn,  but  it  was  a  tax  upon  the  time  of  business  men  to 
lpave  their  work  to  visit  schools,  and  they  were  often  neglected. 

In  1868  it  was  voted  to  pay  Alfred  B.  Chadsey  $50  for  visiting  the 
schools,  and  $20  for  printing  his  report.  J.  H.  Rockwell  was  paid  $60 
in  the  year  1870  for  supervision.  In  1872  the  Superintendent  was  paid 
$80  for  his  services,  and  $20  for  printing  his  report.  In  1875  A.  B. 
Chadsey  was  paid  for  superintending  schools  $100,  and  $40  for  printing 
his  report. 


RICHMOND 

By  N.  K.  Church, 
Superintendent. 


The  towns  of  Charlestown,  Richmond  and  ITopkinton  were  originally 
included  in  the  township  of  Westerly,  which  was  incorporated  in  1 669, 
and  was  then  the  fifth  town  in  the  Colon}'  of  Rhode  Island.  In  1738 
the  town  of  Westerly  was  divided  into  two  towns,  known  by  the  names 
of  Westerly  and  Charlestown.  In  1747  the  town  of  Charlestown  was 
divided  into  two  towns,  and  all  the  land  north  of  Pawcatuck  River  was 
incorporated  into  a  township  by  the  name  of  Richmond. 

Of  the  early  educational  history  of  the  town  of  Richmond  but  little  is 
known.  There  were  no  school-houses,  and  tradition  informs  us  that 
there  were  but  few  schools,  and  those  rarely  continued  more  than  two  or 
three  months  in  a  year.  The  children  were  mainly  instructed  by  their 
parents,  at  home,  in  whatever  the}'  were  capable  of  teaching.  Some- 
times several  families  in  a  neighborhood  would  unite  and  establish 
a  school.  In  that  case  the  best  qualified  person  that  could  be  had  for 
a  stipulated  sum  was  usually  employed  to  teach  the  school.  The  wages 
varied  from  four  to  ten  dollars  per  month,  rarel}r  exceeding  the  latter 
amount. 

The  schools  were  usuall}*  kept  in  some  large  room,  having  a  fire-place 
from  six  to  ten  feet  in  length,  and  from  four  to  six  feet  in  height.  In 
this  fire-place  during  the  cold  weather  a  large  fire  was  kept.  Round  the 
walls  of  the  room  on  three  sides,  wide  boards  were  fastened  at  a  suitable 
height  and  inclination,  for  writing-desks  ;  in  front  of  which,  seats,  usual- 
ly made  of  slabs  or  plank,  were  placed.  The  rooms  were  sometimes 
ceiled,  but  rarely  if  ever  plastered.  The  huge  fire-place,  and  numerous 
cracks,  served  for  ventilation. 


Methods  of  Teaching.  405 

The  studies  usually  pursued  in  the  schools  were  reading,  writing  and 
arithmetic.  Some  teachers  could  cipher  no  farther  than  fractions ; 
others  as  far  as  the  "  Rule  of  Three  ;  "  occasionally  a  teacher  could  per- 
form all  the  examples  in  the  text-book  then  in  use.  Sometimes  a  teach- 
'  er  would  have  some  knowledge  of  either  Surveying,  Navigation,  Geogra- 
phy or  English  Grammar.  The  possession  of  a  knowledge  of  any  one  of 
these  branches  was  considered  a  very  high  attainment  and  readily  com- 
manded the  highest  wages. 

Methods  of  Teaching. 

The  letters  of  the  alphabet  were  taught  by  pointing  them  out  in  suc- 
cession until  they  were  learned.  This  usually  occupied  several  months. 
Having  learned  the  letters,  the  next  thing  was  their  combinations  called 
"a-b-ahs."  These  consisted  of  vowel  and  consonant  combinations,  thus  : 
ba  be  bi  bo  bu  by,  ab  eb  ib  ob  ub,  bla  ble  bli  bio  blu  bly,  sla  sle 
sli  slo  slu  slv,  &c.  Having  mastered  these  combinations  and  having 
got  as  far  as  "  baker  "  in  the  old  fashioned  speller,  they  were  considered  as 
being  on  the  high  road  to  learning,  and  were  soon  put  to  read  in  the  Tes- 
tament. In  reading, but  little  attention  was  paid  to  inflection,  emphasis, 
or  the  qualities  of  the  voice,  but  the  scholars  were  carefully  instructed  to 
mind  the  pauses,  and  always  let  the  voice  fall  at  a  period. 

In  the  study  of  arithmetic,  the  scholar  was  directed  after  having  per- 
formed a  question,  to  write  it  down  and  record  the  operation  in  a  book 
made  for  the  purpose,  called  a  ciphering-book.  In  this  book  every  rule 
and  example  in  the  arithmetic  were  written  down  and  the  operation  re- 
corded. A  number  of  these  old  ciphering-books,  which  must  have  re- 
quired months  of  labor  to  complete,  are  now  in  existence,  and  some  of 
them  are  models  of  skill  and  neatness  in  penmanship. 

Black-boards  v  ere  not  in  use.  Wide,  smooth  boards  were  sometimes 
used  as  a  substitute  for  slates,  on  which  the  scholars  marked  with  chalk 
or  charcoal. 

Books  Used. 

Among  the  oldest  text-books  used  in  the  schools  that  we  have  an 
account  of,  were  Alden's,  Dillworth's  and  Webster's  Spellers,  Alden's 
Readers,  Columbian  Orator,  National  Preceptor,  Dwight's  and  Daboll's 
Arithmetics,  and  Dwight's  Geography. 

Discipline. 

The  discipline  of  the  schools  was  of  the  strictest  kind.  The  authority 
of  the  teacher  was  absolute.     A  strict  obedience  and  an  unquestioning 


406  Richmond. 

submission  to  his  authority  both  in  word  and  manner,  were  required  ;  and 
from  what  we  gather  from  tradition,  it  appears  that  not  unfrequently, 
severe  chastisements  were  inflicted  for  trivial  offences,  and  that  the 
teacher  by  a  vigorous  use  of  the  ferule  and  hickory  labored  to  secure 
the  necessary  penitence  for  past  offences  and  at  the  same  time  to  con- 
vince the  scholar  of  the  great  necessity  of  respect  for  authority  and  obe- 
dience to  government. 


School  Houses  erected  before   1828. 


The  first  school-house  in  this  town  wTas  erected  about  180G,  in  District 
No.  7,  on  the  highway  near  the  burying  ground  a  little  west  of  H.  P. 
Clark's.  This  house  was  built  by  Amos  Lillibridge,  George  Perry, 
David  Kenyon,  and  Spragne  Keiryon.  In  this  house  schools  of  more 
or  less  note  were  kept  until  about  1825,  when  it  was  burned  down.  The 
the  same  year,  in  District  No.  8,  a  building  partly  of  stone  was  erected 
by  Caleb  Barber,  near  his  house.  It  was  called  Barber's  Academy.  In 
this  building  schools  were  kept  for  several  years. 

A  few  }Tears  after  these  houses  were  built,  Judge  William  James  built 
a  house  near  where  Silas  James  lives  in  District  No.  8.  This  house 
was  afterwards  moved  up  on  TefTt's  Hill,  and  used  for  a  school-house  for 
a  number  of  years,  until  1838,  when  the  new  district  school-house  was 
erected. 

About  1812,  two  houses  were  erected  ;  one  called  Clark's  school-house, 
erected  near  Stanton's  corners,  in  District  No.  15,  built  b}r  Judge  Sam- 
uel Clark  ;  the  other,  called  the  Kenyon  school-house,  erected  near  the 
residence  of  the  Rev.  Gilbert  Tillinghast,  in  District  No.  13.  This 
house  was  built  by  the  Kenyons,  five  brothers,  namely:  Samuel,  John, 
Silas,  Benedict  and  Cory.  In  these  houses  schools  were  kept  for  a  num- 
ber of  years. 

In  1826  a  school-house  was  erected  in  District  No.  9.  This  house  was 
called  the  Bell  school-house,  and  was  built  b}T  Jesse  Reynolds,  Robert 
Re}'nolds,  Wells  Reynolds,  Re}Tno!ds  Hoxsie,  Clark  Sisson,  Job  Hoxsie, 
Rouse  Hoxsie,  Varnum  Hoxsie  and  others.  It  was  considered  at  the  time 
to  be  a  very  nice  house  and  readity  shows  their  enterprise  and  interest 
in  the  cause  of  education.  A  few  years  after  the  passage  of  the  free 
school  act,  in  1828,  this  house  was  received  as  a  district  school-house. 
It  has  since  been  repaired  and  furnished  with  pew  seats,  and  is  now  far 
from  being  the  poorest  school-house  in  the  town.  The  schools  in  this 
district  have  uniformly  been  in  good  hands. 


School  Districts.  407 

Free  Schools. 

Some  years  before  the  establishment  of  free  schools  by  the  State,  an 
eccentric  individual,  giving  his  name  as  A.  B.,  came  into  what  is  now 
District  No.  9  and  established  a  free  school.  Having  taught  the  school 
during  the  winter  term,  he  hired  a  lady  to  teach  in  the  same  school  dur- 
ing the  summer  term.  He  paid  his  own  board  and  all  the  expenses  of 
the  schools. 

The  history  of  his  life  he  never  told  to  any  of  the  people,  nor  was  it, 
so  far  as  I  know,  ever  known.  He  was  considered  to  be  a  man  of  fine 
education  and  good  moral  character.  He  gave  as  his  reason  for  teach- 
ing that  he  thought  the  children  ought  to  have  a  chance  to  obtain  an  edu- 
cation. His  discipline  was  mild  but  efficient.  The  conditions  upon 
which  children  could  attend  his  school  seemed  to  be  that  they  should  be- 
have well  and  mind  their  studies.  Great  benefit  was  derived  from  the 
school  and  much  interest  awakened  in  the  cause  of  education. 

Soon  after  the  passage  of  the  act  of  1828  establishing  free  schools,  the 
town  was  divided  into  twelve  districts.  From  the  subdivision  of  these, 
three  more  have  since  been  formed,  making  fifteen  school  districts. 

District  No.  1. 

The  school-house  in  this  district,  built  in  1839,  was  a  small,  cheap 
affair,  located  in  a  field  near  pine  woods,  and  at  a  considerable  distance 
from  the  public  highway.  It  was  abandoned  in  1859,  and  a  neat,  sub- 
stantial house  with  modern  improvements  was  erected  on  the  highway. 
There  has  been  in  this  district  at  various  times  considerable  zeal  exhib- 
ited in  contending  for  individual  rights  in  relation  to  the  location  of 
school-houses  and  the  management  of  the  schools.  In  1865  the  village 
of  Plainville  having  been  recently  built  up  in  the  south-west  corner  of 
the  district,  it  was  thought  best  to  divide  the  district,  which  was  done, 
and  a  new  district  was  formed.  In  this  new  district,  in  a  short  time, 
a  very  pretty  house  of  suitable  size  was  erected,  in  which  schools  have 
since  been  kept  with  uniform  success.  Soon  alter  the  new  district  had 
been  set  off,  the  school-house  in  District  No.  1  was  moved  farther  north 
to  its  present  location. 

District  No.  2. 

A  school-house  was  built  in  this  district  in  1836,  on  the  north  side  of 
the  highway,  north  of  the  village.     The  house  was  of  rather  meagre  pro- 


408  Richmond. 

portions,  but  owing  to  the  conflicting  interests  and  difference  of  opinions 
it  was  the  occasion  of  no  inconsiderable  amount  of  contention  among 
the  tax  payers  of  the  district. 

Schools  were  kept  in  this  house  for  about  nine  years,  until,  in  1845, 
Rowland  G.  Hazard,  after  having  built  up  the  village  of  Carolina,  erected 
on  an  eminence  in  a  grove,  a  little  back  of  this  village,  a  nice  stone  build- 
ing in  which  the  district  school  has  since  been  kept.  In  1871  the  district 
purchased  this  house  and  lot  and  built  on  an  addition  to  the  south  end 
of  the  house,  making  two  large  rooms,  one  for  a  primary  and  the  other  for 
an  intermediate  department,  re-seating  the  old  room,  and  furnishing  the 
house  throughout. 

In  1850  this  district  became  joint  with  a  portion  of  No.  5,  of  Charles- 
town.  In  1871  the  Charlestotvn  portion  was  withdrawn  and  formed 
into  a  separate  and  independent  district,  but  afterwards  became  the 
second  time  joint  with  this  district. 

This  school  is  the  largest  in  the  town,  and  at  present  is  in  a  very 
prosperous  condition. 

District  No.  3. 

The  school-house  in  this  district  was  not  erected  till  1844.  But  when 
the  villages  of  Shannock  Mills,  Clark's  Mills  and  Kenyon's  Mills  were 
built  up,  it  was  found  that  the  house  was  inadequate  for  the  wants  or 
the  district,  and  in  the  year  1867  the  district  was  divided,  and  a  new 
district,  No.  15,  was  formed.  In  this  new  district  was  erected  soon 
after,  at  a  little  distance  from  Kenyon's  Mills,  a  neat,  substantial  house, 
in  which  schools  of  more  or  less  interest  have  since  been  kept.  In 
1868  the  old  school-house  in  District  No.  3  was  abandoned,  and  a  new 
one,  similar  to  the  one  in  No.  15,  was  erected.  Difficulties  have  rarely 
occurred  in  this  district,  and  the  schools  have  generally  been  successful. 

District  No.  4. 

This  district  became  joint  with  No.  17,  of  South  Kingstown,  in  1838. 
The  school-house  is  located  in  that  town. 

Districts   Nos.  5  and  6. 

School-houses  were  erected  in  Nos.  5  and  6  in  1836.  The  house  in 
No.  5  was  pretty  thoroughly  repaired  and  furnished  with  new  seats  in 
1866.  Both  houses  are  small,  but  are  sufficient  to  supply  the  wants  ol 
the  districts  at  present. 


School  Districts.  409 

District  No.  7. 

A  school-bouse  was  erected  in  District  No.  7  in  1837.  The  house 
was  too  small  to  supply  the  wants  of  the  district,  aud  in  18G2  very 
kindly  withdrew  from  public  service  by  burning  down.  A  fine,  new 
house  was  erected  in  1864,  with  accommodations  for  two  departments. 
A  portion  of  District  No.  9,  of  Hopkinton,  became  joint  with  this 
district  in  1838.  In  1870  a  new  and  independent  district  was  formed 
in  Hopkinton,  and  became  joint  with  this  district. 

District  No.  8. 

In  1837  a  house  was  erected  in  District  No.  8.  The  conflicting 
interests  in  this  district  occasioned  at  the  time  rather  more  than  the 
ordinary  amount  of  controvers}'.  Competent  teachers  have  mainly  been 
secured  to  teach  the  school,  and  have  been  rewarded  with  fair  success. 

Districts  Nos.  9,  10  and  11. 

No.  9  has  already  been  alluded  to.  Houses  were  erected  in  Nos.  10 
and  11  in  1836.  These  houses  are  both  small,  but  the  schools  at  the 
present  time  are  corresponding!}'  small.  Schools  of  more  or  less  note 
have  been  kept  from  time  to  time  in  both  of  these  districts. 

District  No.  12. 

A  school-house  was  erected  in  No.  12  in  1837.  This  was  a  small, 
badly  arranged  house,  and  in  1869  it  was  abandoned,  and  a  new  and 
commodious  house  ot  suitable  size  was  erected  on  the  same  site. 
The    schools   in   this    district    have    been    uniformly  successful. 

District  No.  13. 

A.  house  was  erected  in  this  district  in  1842.  In  1851  it  was  moved 
to  its  present  location  and  enlarged.  At  the  same  time  the  district  was 
made  joint  with  portions  of  Nos.  3  and  4,  of  Exeter.  Recent!}*  portions 
of  Nos.  3  and  4,  of  Exeter,  have  been  formed  into  a  separate  and  inde- 
pendent district,  and  made  joint  with  this  district.  The  school-house  is 
poor  and  uosuitable  for  the  wants  of  the  district.  The  indications  are 
that  a  new  house  will  soon  be  erected  in  its  place.  Nos.  14  and  15 
have  already  been  alluded  to. 

It  appears  that  there  has  always  been  a  commendable  interest  on  the 
part  of  the  inhabitants  of  the  town  in  the  cause  of  public  schools,  and, 


410  Richmond. 

although  they  have  not  improved  as  rapidly  as  might  have  been  desired, 
yet  there  appears  to  have  been  a  healthy  growth  and  a  steady  advance- 
ment. 

That  which  has,  perhaps,  contributed  as  much  as  anyone  thing  to  the 
improvement  of  our  schools,  has  been  the  examination  of  teachers,  and 
the  refusal  to  grant  certificates  to  any  but  those  who  were  competent 
to  teach.  The  era  of  this  much  needed  reform  seems  to  have  begun  in 
1845,  when  Dr.  L.  A.  Palmer,  Elisha  L.  Baggs  and  Nathan  L.  Rich- 
mond were  appointed  a  committee  to  examine  the  qualifications  of 
teachers.  The  sifting  and  purging  which  this  committee  gave  to 
the  material  offered  as  teachers,  at  once  gave  new  energy  to  the  cause,  , 
and  operated  most  glorioushT  in  the  advancement  of  our  schools, 
and  from  that  time  to  the  present  the  growth  and  advance  of  our  schools 
have  depended  largely  on  the  faithfulness  and  efficiency  of  cur  school 
officers  in  this  respect. 

Present  Condition  of  the  Schools. 

It  should  be  understood  that  the  town  of  Richmond  contains  an  area 
of  nearly  thirty-nine  square  miles,  and  is  at  present  divided  into  fifteen 
school  districts  ;  that  the  number  of  children  under  the  age  of  fifteen 
years,  as  appears  by  the  census  of  1875,  is  536.  It  should  also  be 
understood  that  while  the  State  appropriates  $90,000  for  the  public  day 
schools,  by  far  the  greater  portion,  $63,000,  is  divided  according  to  the 
number  of  children  in  the  towns  under  the  age  of  fifteen  }~ears,  the 
town  of  Richmond  receiving  only  $143.57  from  this  division  ;  that  the 
remaining  $27,000  is  divided  equally  among  the  districts  in  the  State, 
this  town  receiving  $941.86,  making  from  both  divisions  $1,385.43. 

Dividing  this  equally  among  tha  districts  gives  $92.36  for  each 
district,  which  is  the  whole  amount  received  from  the  State.  An 
equal  amount  being  raised  by  the  town,  gives  $184.72  for  each  district 
from  these  sources.  Now,  as  the  law  requires  that  the  schools  in  each 
district  shall  be  kept  for  at  least  six  months  during  the  year,  using 
all  the  money  derived  from  these  two  sources  and  dividing  it  equally 
among  the  districts,  we  can  pa}'  for  teachers'  wages  only  $30.79 
per  month.  To  this,  however,  may  be  added  the  registiy  tax,  which 
varies,  and  is  more  or  less,  according  to  the  interest  taken  in  politics, 
and  a  small  amount  which  is  sometimes  received  from  the  dog 
fund,  but  as  a  portion  of  the  fund  is  divided  by  the  school  committee  of 
the  town,  according  to  the  average  daihT  attendance  of  the  schools, 
it  will  readily  be  seen  that  under  these  circumstances  it  is  impossible  in 
some    of  the   districts   to   pay  a   really  competent  teacher  a  fair  com- 


Evening  Schools.  411 

pensation  and  continue  the  school  six  months,  without  a  consider- 
able tax  on  the  property  of  the  district.  And  yet  it  appears  that 
the  tax-payers  of  this  town  are  paying  more  than  twice  as  much 
tax  on  the  hundred  dollars  for  school  purposes,  as  many  of  the  other 
towns  in  the  State. 

It  is  to  be  hoped  that  a  larger  portion  of  the  $90,000  appropriated  by 
the  State  ma}*  be  divided  by  districts,  thus  giving  the  schools  of  this 
town  and  those  of  other  sparsely  populated  towns,  more  equal  school 
facilities.  It  is  also  hoped  that  a  more  equal  basis  of  local  town 
tax  rate  for  schools  may  be  established. 

Some  of  our  schools  have  been  good,  and  the  scholars  have  made  ex- 
cellent improvement  daring  each  term  ;  others  have  done  fairly,  a  few 
onl}r  have  been  poor. 

The  chief  points  of  failure  have  been  :  First,  Discipline.  Some  of 
our  teachers,  otherwise  unexceptionable,  have  failed  to  keep  the  good 
order  which  is  so  necessary  for  the  advancement  of  their  schools.  This 
is  much  to  be  regretted,  not  only  on  account  of  its  injury  to  the  schools, 
but  on  account  of  its  consequent  effect  on  society  ;  for  if  children  are 
not  held  in  proper  restraint,  and  taught  respect  for  authority  and 
obedience  to  government  in  the  schools — the  schools  being  in  this 
respect  models  of  government — it  can  hardly  be  expected  that  they  will 
become  the  peaceable,  law-abiding  citizens  so  essential  to  the  welfare  of 
the  State.  Second,  some  of  our  teachers  have  not  the  necessary  literary 
qualifications,  and  consequently  must  always  expect  to  fail.  If  more 
care  was  exercised  in  the  selection  of  teachers,  and  all  interests,  except 
the  interest  of  the  schools,  laid  aside,  and  none  but  competent  teachers 
employed  to  teach,  it  would  undoubtedly  result  in  a  very  great 
improvement  in  many  of  our  schools. 

Evening  Schools. 

Evening  schools  have  been  established  at  Carolina  and  at  "Wyoming. 
Considerable  effort  was  required  at  first  to  get  them  started,  but  they 
have  been  decidedly  successful,  and  we  see  no  reason  why  they  should 
not  be  continued  from  year  to  year. 


LAPHAM    INSTITUTE 

North  Scituate. 


This  Institution,  formerly  known  as  Smithville  Seminar}',  is  located 
on  a  slight  eminence  overlooking  the  village  of  North  Scituate,  ten 
miles  west  of  Providence. 

It  was  founded  in  1839  by  the  Rhode  Island  Association  of  Free  Bap- 
tists, for  the  purpose  of  furnishing  facilities  for  a  liberal  education  to 
the  youth  of  both  sexes.  Fine,  commodious  buildings  were  erected  at  a 
cost  of  nearly  $30,000.  and  the  Association,  or  Trustees  on  its  behalf, 
were  so  fortunate  as  to  secure  the  Rev.  Hosea  Quimb}*  as  Principal. 

The  school  opened  prosperously  in  the  autumn  of  1839,  and  continued 
to  prosper  without  change  of  management  for  fifteen  years.  Mr.  Quimby 
united  rare  skill  in  the  management  of  the  young,  with  fine  executive 
ability  and  facility  in  teaching.  In  short,  he  kept  a  most  excellent  school, 
and  the  people  were  not  slow  to  appreciate  it. 

Three  courses  of  study  were  provided  :  one  for  young  men  fitting  for 
college ;  one  for  3*oung  ladies,  embracing  four  years,  including  the 
studies  of  Latin,  French,  German,  Natural  Science,  History,  Philosophy, 
English  Language  and  Literature  ;  and  third,  an  adjustable  course  to 
meet  the  wants  of  those  pupils  who  only  attended  for  one  or  more  terms. 

The  great  want  of  the  institution  has  ever  been  an  endowment  fund. 
The  entire  amount  of  money  raised  at  the  start  was  absorbed  in  build- 
ings, grounds,  and  furnishings,  and  as  the  denomination  controlling  the 
school  was  neither  large  nor  wealthy,  no  endowment  was  ever  raised. 

Of  course  so  high  a  standard  could  not  be  maintained  by  the  natural  in- 
come of*  the  school,  and  the  Association  finding  itself  heavily  taxed  for 
its  support,  sold  the  property  about  the  year  1850,  to  Mr.  Quimb}T,  the 


Lapham  Institute.  413 

Principal.  He  hoped  by  careful  management,  and  retrenchment  in 
some  departments,  to  make  the  school  pa}'  its  way,  but  after  four  years 
he  succumbed  to  overwork  and  anxiety. 

The  next  principal  was  Samuel  P.  Coburn,  who  hired  the  property  of 
Mr.  Quimby.  He  remained  three  years  and  the  school  continued  to 
prosper  under  his  management.  In  1857,  Rev.  W.  Colegrove  purchased 
the  property  and  conducted  the  school  two  years,  after  which  it  was 
closed  for  considerable  time. 

In  1863,  the  Free  Baptists  again  took  charge  of  the  Institution.  The 
Hon.  Benedict  Lapham  and  others  became  sureties  for  any  deficiencies 
which  might  accrue.  For  this  act  of  generosity  on  the  part  of  Mr.  Lap- 
ham, the  name  of  the  school  was  changed  from  Smithville  Seminary  to 
Lapham  Institute. 

Rev.  B.  F.  Hayes  was  chosen  Principal  under  the  new  arrangament, 
and  conducted  the  school  very  successfully,  until  the  close  of  the 
school  year  in  1865,  when  he  was  elected  to  the  chair  of  Mental  and 
Moral  Philosophj*,  in  Bates  College.  His  assistant,  Prof.  Thomas.  L. 
Angell,  succeeded  him.  and  remained  until  two  years  later,  when  he  was 
elected  to  the  chair  of  Modern  Languages  in  Bates  College. 

Then  came  Prof.  George  H.  Ricker,  widely  known  throughout  New 
England,  as  a  thorough  Classical  scholar  and  efficient  instructor.  Prof. 
Ricker  continued  his  successful  management  of  the  Institution  for  seven 
years,  and  gave  it  a  character  for  thoroughness  in  all  its  departments, 
such  as  few  schools  of  the  grade  enj'03-.  In  1874,  Hillsdale  College, 
Michigan,  invited  Prof.  Ricker  to  the  chair  of  Latin  and  Greek  in  that 
institution,  which  he  accepted,  again  leaving  Lapham  Institute  to  be 
provided  for. 

This  was  done  by  choosing  A.  G.  Moulton  as  principal  of  the  school. 
He  died  soon  after  the  close  of  his  first  year,  having  endeared  himself 
b}*  his  genial  ways  and  fine  culture,  to  all  who  came  in  contact  with  him. 
The  present  incumbent,  W.  S.  Stockbridge,  succeeded  him  in  the  autumn 
of  1875.       • 

This  completes  the  thirty-seventh  year  of  the  school's  existence,  or 
deducting  the  three  years  during  which  it  was  closed,  the  thirty-fourth 
of  its  active  life.  In  that  time  nearly  fifteen  hundred  pupils  have  been 
instructed  in  its  halls,  most  of  them  going  directly  from  it  to  the  active 
duties  of  life.  Thus  its  influence  has  been  wide,  and  we  are  glad  to  be- 
lieve, widely  useful.  It  has  always  granted  its  privileges  on  moderate 
terms,  and  in  this  waj'  manjT  have  obtained  a  liberal  education,  who 
otherwise  would  not  have  been  able. 

Among  the  distinguished  graduates  of  the  Institution,  are    President 


4U  SCITUATE. 

James  B.  Angell,  of  Michigan  University,  the  late  George  T.  Day, 
D.  D.,  Editor  of  the  Morning  Star  newspaper.  ex-Gov.  Howard,  of  R.  I. 
Prof.  Thomas  L.  Angell,  of  Bates  College,  and  Mary  Latham  Clarke, 
author  of  several  popular  works. 

The  school  is  supported  at  the  present  time  by  the  munificence  of 
William  Winsor,  of  Greenville,  R.  I.,  who  stands  instead  of  an  endow- 
ment. Its  facilities  for  thorough  work,  and  for  doing  good,  were 
never  better  than  now.  It  has  a  full  corps  of  teachers,  a  good  library, 
chemical  and  physical  apparatus,  &c.  The  buildings  are  in  excellent 
repair  and  its  location  is  as  healthy  as  can  be  found    in  New  England. 


S  M 1  T II F  I  E  L  D 

By  S.  W.  Farnum, 

Superintendent. 


At  a  meeting  of  Superintendents  of  Public  Schools  of  Rhode  Island 
it  was  unanimously  voted  that  the  Superintendent  of  each  town  should 
collect  and  write  a  brief  historical  sketch  of  said  town.  And  that 
what  meagre  facts  are  here  presented  will  be  received  in  the  same 
spirit  in  which  they  are  given,  is  the  wish  of  the  author. 

Rhode  Island  being  settled  b}r  such  a  whole-souled  and  purely 
Democratic  man  as  Roger  Williams,  nothing  could  be  expected  but 
that  education  would  be  promoted  in  a  liberal  sense.  It  is  well  known 
that  Roger  Williams  was  driven  from  Massachusetts  for  difference  in 
religious  opinions,  and  in  the  dead  of  the  Winter  of  1635-36,  he  came 
to  Providence,  the  Indians  meeting  him  with  the  words  "What  Cheer," 
the  same  as  our  "  how  do  you  do  ; "  and  in  this  little  State  of  Rhode 
Island  was  man  given  the  right  to  worship  God  as  his  heart  dictated. 
The  following  extract  from  Arnold's  History  of  Rhode  Island  will  show 
that  Rhode  Island  was  not  behind  the  times  in  public  education  : 

"  It  has  been  said  that  Rhode  Island  at  one  time  wTas  behind  all  other  States 
in  providing  for  the  education  of  her  people.  However  true  this  may  be  as  to 
some  portions  of  the  State,  it  was  not  so  on  the  island  of  Rhode  Island.  At 
this  Court  Robert  Lenthrall  was  admitted  a  freeman.  He  had  been  invited  to 
come  and  conduct  public  worship  (which  had  previously  been  done  by  Mr. 
Clarke),  and  to  take  charge  of  a  school.  By  a  vote  of  the  town  of  Xewport  he 
was  called  to  teach  a  public  school,  and,  for  his  encouragement  there  was 
granted  him  and  his  heirs  one  hundred  acres  of  land,  and  four  for  a  house  lot; 
it  was  also  voted  that  one  hundred  acres  should  be  laid  forth  and  appropriated 
for  a  school,  for  encouragement  to  the  poorer  class  to  give  their  young  an 
education,  and  Mr.  Robert  Lenthrall  to  have  the  benefit  thereof  while  he 
continues  to  teach.  This  was  in  1G40,  two  years  after  the  settlement  of  the 
Island." 


416  Smithfield. 

The  first  account  I  can  find  regarding  public  education  in  Providence 
was  in  16G3.  On  May  9th,  of  that  year,  an  ample  provision  for  the  sup- 
port of  public  schools  was  given  b}T  the  reservation  of  one  hundred 
acres  of  upland  and  six  acres  of  meadow  for  the  maintenance  of  a 
school,  which  was  voted  for  in  town  meeting  at  this  time. 

In  the  Assembly,  November  27,  1710,  the  subject  of  education  per- 
taining to  towns  was  considered  ;  therefore,  as  early  as  this  date,  Rhode 
Island  paid  some  attention  to  public  education.  At  this  date  Newport 
gave  very  great  attention  to  public  schools,  the  public  school  then  being 
under  the  charge  of  Mr.  Galloway,  placed  there  by  the  Town  Council ; 
and  we  find  that  Latin  and  other  classics  were  taught  at  that  time. 
John  Hammett,  the  first  clerk  of  the  House  of  Representatives,  was,, 
in  1714,  elected  b}*  the  town  of  Newport  school-master  in  that  town  for 
three  years. 

The  earliest  mention  of  schools  in  Portsmouth  was  in  September, 
1716,  when  they  appointed  a  committee  to  dispose  of  vacant  lands  on 
the  south  side  of  the  town  for  public  schools  ;  but  it  is  said  that  prior 
to  this  there  was  a  school  in  the  north  part  of  the  town,  but  no  trace 
of  it  can  be  found.  In  1722  the}*  built  two  more  school-houses  in  this 
town. 

In  1710  Edward  Scott,  grand-uncle  of  Sir  Walter  Scott,  opened  a 
Grammar  school  in  Newport,  which  he  taught  for  twenty  years,  this 
being  the  first  classical  school  in  Rhode  Island. 

The  first  teacher  in  Providence  was  William  Turpin,  who  taught  in 
1683,  and  was  afterwards  town  treasurer  of  Providence. 

In  August,  1735,  leave  was  granted  George  Taylor  to  teach  school 
in  a  chamber  of  the  Count}*  Court  House  in  Providence,  subject  to 
certain  conditions.  Provisions  were  made  for  public  education  in 
Bristol,  October  28th,  1662,  and  it  is  to  this  day  very  liberal  in  its 
arrangements  for  public  education. 

In  1749  an  act  of  Parliament  was  passed  in  favor  of  the  Moravian 
Society,  notice  being  sent  to  the  colonies  commending  the  missionaries 
to  favor.  Two  of  the  preachers  stopped  at  Newport,  and  organized  a 
church  there.  Matthew  Rentz  remained  and  taught  a  school  for  several 
years. 

In  1764  Rhode  Island  College  was  incorporated  and  located  at 
Warren,  and  six  years  later  it  was  removed  to  Providence.  It  is  now 
known  as  Brown  University. 

As  early  as  1765  the  State  began  to  have  schools  for  the  Narragan- 
st4t  Indians ;  a  Mr.  Bennett  being  sent  to  them  as  teacher.  The 
Sachem,  Thomas  Ninegret,  petitioned  "  The  Society  to  Propagate  the 


Establishment  of  Free    Schools.  417 

Gospel"  to  establish  a  free  school.  In  his  letter  he  closes  in  the 
following  words  :  "The  praj^er  that  when  time  shall  be  with  ns  no 
more,  that  when  we  and  the  children,  over  whom  3'ou  have  been  such 
benefactors,  shall  leave  the  sun  and  stars,  we  shall  rejoice  in  a  far 
superior  light." 

In  1696  Samuel  Sewall,  of  Boston,  gave  five  hundred  acres  of  land 
in  the  new  town  of  Exeter,  to  maintain  a  Grammar  school  for  the  chil- 
dren of  the  inhabitants  of  that  town.  Nothing  was  clone  about  it  until 
1766,  when  the  gift  was  revived  by  petition  to  the  Assembly,  and 
powers  were  granted  to  cany  it  into  effect.  At  this  session  the  town 
of  Exeter  had  leave  to  build  a  school-house  at  the  east  end  of  the 
town,  on  the  Ten  Rod  road. 

In  1767  a  vigorous  effort  was  made  for  free  schools  in  Providence. 
The}'  proposed  to  have  four  public  schools  in  the  town,  but  the  poorer 
class  of  people  thought  it  extravagant,  and  did  not  vote  for  them.  A 
brick  school-house  was  built  in  the  Summer  of  1768,  and  the  oversight 
of  the  public,  as  well  as  private  schools,  was  placed  in  charge  of  a 
School  Committee  composed  of  nine  members,  of  which  the  Town 
Council  formed  a  part.  The  school-house  was  a  two-story  building, 
the  upper  story  being  used  for  a  private  school,  and  the  lower  for  a 
free  school.  The  census  taken  at  that  time  gave  Providence  3,958 
inhabitants,  of  which  591  were  school  children,  from  five  to  fourteen 
years  of  age,  the  population  being  about  the  same  as  Smithfield  now 
contains. 

In  1768  the  Whipple  Hall  Society  erected  a  building  in  the  north 
part  of  Providence  for  a  private  school.  It  afterwards  became  the  first 
district  school  of  that  town,  and  continued  as  such  for  sixty  3-ears, 
until  1828. 

On  February  20th,  1769,  the  Assembly  passed  an  act  to  exempt 
school  and  church  lands  from  taxation. 

In  September,  1784,  the  Friends'  School  was  established  at  Ports- 
mouth, under  the  "New  England  Yearly  Meeting,"  and  Isaac  Lawton 
was  appointed  Principal.  It  continued  for  four  3'ears,  when,  for  want 
of  support,  it  was  discontinued;  but,  in  1814,  it  was  revived,  through 
the  gifts  of  some  of  the  wealthy  members  of  the  Society,  and  estab- 
lished on  a  permanent  basis  at  Providence,  where  it  still  continues  in  a 
flourishing  condition.  I  ha^e  endeavored  to  show  that  Rhode  Island 
was  not  behind  in  education  with  her  other  advanced  ideas. 

In  Smithfield,  1646,  there  arose  a  dispute  between  the  Wamponoags 
and  Narragansetts,  the  Wamponoags  claiming  a  portion  of  land  now 
known  as  Smithfield.  Smithfield  was  first  settled  by  the  Quakers.  In 
27 


418  Smithfield. 

1704  the}'  had  one  meeting-house,  and  1719  the}'  built  another,  near 
Woon  socket. 

In  1730  Providence  was  divided  into  four  towns,  Smithfield,  Scituate 
and  Glocester  being  set  apart  as  separate  towns.  These  towns  have 
since  been  a^ain  divided — Smithfield  into  Lincoln,  North  Smithfield 
and  Smithfield  ;  Scituate  into  Foster  and  Scituate  ;  and  Glocester  into 
Burrillville  and  Glocester. 

The  first  census  taken  in  Smithfield  was  in  1748,  when  it  contained 
450  inhabitants.     At  its  last  census  it  contained  2,857. 

Id  1800  an  act  was  passed  by  the  Assembly  establishing  free  schools 
throughout  the  State,  making  it  the  duty  of  the  Town  Councils  to 
divide  their  towns*into  school  districts.  -'  Smithfield  shall  cause  1o  be 
established,  and  kept  every  year,  so  many  free  schools  as  shall  be 
equivalent  to  three  such  schools  six  months  in  the  year." 

There  were  at  that  time,  in  what  now  constitutes  Smithfield,  five 
public  school-houses  in  use,  some  of  them  free  schools.  This  law  met 
with  great  opposition,  and  was  repealed  in  1803,  Providence  being  the 
only  town  that  carried  the  act  into  effect. 

At  the  January  session  of  the  General  Assembly  in  1828  an  act  was 
passed  to  again  establish  public  schools,  and  in  1830  the  town  had  free 
schools. 

In  1838  an  act  was  passed  authorizing  Smithfield  school  districts  to 
build  school-houses,  and  giving  the  districts  special  powers  to  elect 
their  own  school  committee.  Again,  in  1839,  an  act  was  passed  to 
further  the  interests  in  public  schools. 

In  1840  the  school  population  of  Smithfield  was  3,311.  In  1844  the 
appropriations  for  schools  were:  From  State,  $2,175;  from  town, 
$1,000;  and  registry  tax,  $788. 

In  1844  the  General  Assembly  passed  the  act  establishing  the 
present  school  system,  and  in  1845  the  most  of  the  present  districts 
organized  under  it.  In  1845  an  act  was  passed  appropriating  annually 
$2,500  of  State  money  for  public  schools. 

In  L845  there  was  held  in  the  town  of  Smithfield  ten  Teachers' 
Institutes,  creating  great  enthusiasm  among  friends  of  education. 
Among  the  officers  and  members  were  some  of  the  most  ardent  and 
intelligent  friends  of  education. 

In  June,  1847,  the  School  Committee  of  the  town  of  Smithfield  made 
their  first  report  upon  the  condition  and  standing  of  the  schools.  This 
wras  the  second  report  that  was  ever  made  in  an}*  form  upon  the  subject 
of  free  schools.  This  year  the  appropriations  from  the  State  were 
$2,175;  town,   $2,500  ;  registry  tax,   $616.83;  the    expenditures   from 


Genekal  Statistics.  419 

town  and  State,  $5,292.16 ;  raised  b}T  districts  and  individuals, 
$1,435.75;  donations  for  libraries  and  appurtenances,  81, 175  ;  aggre- 
gate for  building  and  repairing  school-houses,  $6,005.  This  year 
Woonasquatucket  district  was  dissolved,  leaving  thirty- four  districts  in 
the  town.  There  were  five  new  school-houses  built  this  }*ear,  at  an 
average  cost  of  $1,200  each.  There  were  fifty-four  different  schools 
taught,  the  average  length  of  the  schools  being  six  and  a  quarter 
months.  The  whole  number  of  pupils  registered,  2,012  ;  average  daily 
attendance,  1,575.  The  School  Committee  was  composed  of  the  fol- 
lowing gentlemen  :  Charles  Hyde,  James  Rushee  and  Ahaz  Mown', 
all  being  practical  school  teachers.  Mr.  Bushee  was  Principal  of  the 
Smithfiekl  Academy,  an  institution  of  great  reputation  in  those  days. 

In  1846  Rhode  Island,  for  the  first  time  in  two  hundred  }'ears,  voted 
and  collected  into  the  treasury  a  school  tax  in  every  town  in  the  State. 

In  1856  Smithfiekl  expended  $600  for  building  or  repairing  school- 
houses.  The  State  appropriation  for  schools  in  Smithfiekl  was 
$4,126.19  ;  town,  $4,500.  It  had  thirty-five  districts,  Woonasquatucket 
being  in  existence  again.  It  had  forty-four  schools,  thirty-one  male 
teachers,  twenty-three  female  teachers,  and  2,419  pupils  enrolled. 
Average  attendance,  1,751  ;  length  of  school,  29  3-4  weeks;  the  num- 
ber of  school  children,  2,726.  The  town  paid  $1.99,  State  $1.82  for 
each  pupil  attending.     Total  cost  per  pupil,  $3.81. 

In  1857  the  schools  were  reported  to  be  in  an  excellent  condition. 
The  same  amount  was  appropriated  as  in  1855  and  1856.  Average 
daily  attendance,  1,705. 

The  committee  this  year  report  a  general  prosperity  in  the  schools, 
and  have  met  with  but  very  few  difficulties.  They  recommended  the 
school  system  of  the  town  very  highly.  The  committee  were,  Howard 
W.  King,  M.  D.-,  J.  G.  Richardson  and  William  II.  Seagraves. 

The  same  appropriation  was  made  in  1858  as  in  years  before,  there 
being  seventeen  male  teachers  and  thirty-two  female  teachers,  and 
2,524  pupils  enrolled.     Average  daily  attendance,  1,803. 

In  1859  there  were  the  same  appropriations,  fifteen  male  teachers, 
thirty-two  female  teachers  and  2,445  pupils  enrolled.  Average  dail}- 
attendance,  1,902.  Tue  teachers  during  this  3-ear  were  very  highly 
spoken  of. 

The  same  appropriation  was  made  in  1860  as  in  former  years,  there 
being  employed  thirteen  male  teachers  and  thirty-three  female  teachers, 
and  2,576  pupils  enrolled.  Average  dailv  attendance,  1,959,  being  a 
gain   of  564   in  the   number  enrolled,  and  385  in  average  daily  attend- 


420  Smithfield. 

anee  since  the  first  report  was  made  in  1847.     The  schools  bore  a  very 
good  reputation  during  this  year. 

In  18(51  the  State  appropriation  was  83,922,  a  decrease  of  over  $200. 
The  town  appropriation  was  84,500,  the  same  as  it  had  been  for  a 
number  of  years  ;  and  there  were  employed  fifteen  male  teachers  and 
thirty-one  female  teachers,  and  2,263  pupils  enrolled.  Average  daily 
attendance,  1.971.  The  committee  this  year  were  Rev.  Mowry  Phillips, 
S.  0.  Tabor  ami  Thomas  L.  Angell,  a  very  able  committee  ;  Rev.  M. 
Phillips  being  among  the  most  eminent  of  the  Free  "Will  Baptists,  and 
now  Superintendent  of  the  Public  Schools  in  Glocester.  Mr.  Tabor 
was  more  or  less  connected  with  the  public  schools  of  this  town  for  a 
number  of  years,  and  Mr.  Angell,  a  native  of  the  present  town,  has 
been  Principal  of  Lapham  Institute,  and  at  present  is  Professor  of 
Modern  Languages  in  Bates  College.  Lewiston,  Me. 

In  1866  the  town  appropriated  $6,000,  which  was  SI ,500  more  than 
in  1861;  there  were  six  male  and  forty-four  female  teachers;  2, 272 
pupils  enrolled;  average  daily  attendance,  1,592.  The  schools  were 
moit1  prosperous  than  usual  during  this  year.  The  committee  for  this 
year  were  (J.  W.  Miner,  G.  A.  lvent,G.  A.  Buck  ami  R.  Woodworth. 

In  1867  the  State  made  the  same  appropriations  as  formerly,  the  town 
advancing  to  88,000.  There  were  employe.!  thirteen  male  teachers  and 
thirty-eight  female  :  2.77;>  pupils  enrolled  ;  average  daily  attendance, 
2,496,  a  gain  of  761  in  enrolled  pupils,  and  919  in  average  daily 
attendance  in  twenty  years.  The  committee  were  Edwin  A.  Buck,  Rev. 
K.  Woodworth,  George  W.  Gile,  James  E.  Dockray,  A.  D.  Nickerson 
and  George  A.  Kent. 

The  State  appropriation  for  1808  was  85,459.70,  a  gain  of  $1,537.18  ; 
the  town  appropriations,  $1-4,000 ;  there  were  nine  male  teachers 
employed  and  twenty-seven  female;  2,493  pupils  registered;  average 
daily  attendance,  1,831.  The  committee  this  year  were  James  E. 
Dockray,  Marshall  E  Mowry,  George  A.  Kent,  Ansel  D.  Nickerson, 
Robert  Murray,  Jr.  The  schools  were  doing  nicely  this  year,  but  there 
was  not  as  much  attention  paid  to  reading  as  should  have  been.  The 
committee  recommended  the  consolidation  of  Greenville  and  Woonas- 
quatucket  districts. 

In  1809  the  State  appropriation  was  $6,944.04;  town,  818,000; 
there  were  employed  this  year  ten  male  teachers  and  fifty  female  ; 
number  of  pupils  registered,  2,317;  average,  1,745,  divided  into 
thirty-five  different  schools. 

A  report  in  a  Providence  paper,  stating  that  the  country  schools  are 
on  the  retrograde,  is  utterly  refuted  by  the  School  Committee  of  the 


General    Statistics.  421 

town.  They  affirm  tbat  the  schools  are  as  good  as  like  grades  any- 
where in  the  State.  The  School  Committee  recommended  Evans, 
Stillwater  and  Spragueville  districts  to  build  new  school-houses.  Still- 
water and  Evans  have  since  done  so.  Allenville  and  Angell  districts 
have  made  some  needed  repairs  upon  their  school-houses.  The  com- 
mittee this  year  were  George  A.  Kent,  Robert  Murray.  Jr.,  Marshall  I. 
Mowrv.  Ansel  1).  Nickerson,  S.  0.  Tabor  and  Charles  E.  Handy. 
They  reported  the  sehools  to  be  in  fair  condition. 

In  1870  the  State  appropriation  was  the  same  as  in  I860  ;  town 
appropriation.  819,000,  $1,000  more  than  the  year  before,  and  reaching 
the  highest  sum  appropriated  by  the  town  of  Smithfield.  During  this 
year  Smithfield  was  divided  into  three  towns — Smithfield.  North  Smith- 
field  and  Lincoln,  This  division  left  Smithfield  only  ten  districts, 
Allenville,  Stillwater,  Wionkhiege,  Evans,  Spragueville,  Georgiaville, 
Angell,  Dexter,  Greenville  and  Woonasquatucket,  and  a  school  popula- 
tion of  only  700.  A  special  meeting  was  held  by  the  committee  May 
20th,  1871,  and  a  sub-committee  appointed  to  take  a  school  census. 
At  the  taking  of  the  census  Lincoln  had  2,715,  from  five  to  fifteen 
years  of  age  :  North  Smithfield  had  826  ;  Woonsocket  set-off,  985  : 
Smithfield,  7G0. 

In  1809  and  1870  Smithfield  held  the  post  of  honor  in  the  school 
system  in  this  State,  having  appropriated  Ihe  highest  per  cent,  on  its 
valuation,  having  employed  successful  teachers,  and  attained  to  a  high 
degree  of  proficiency  in  the  studies  pursued. 

The  committee,  at  the  breaking  up  of  the  old  town,  was  composed  of 
George  A.  Kent,  Robert  Murray,  Jr..  Maxcy  W.  Burlingame,  Eysander 
Flagg.  Marshall  I.  Mowry  and  Samuel  O.  Tabor.  The  average  daily 
attendance  of  what  remained  of  Smithfield  was:  Allenville.  35; 
Georgiaville,  63  ;  Angell,  9  ;  Dexter,  17:  Stillwater,  31  ;  Wionkhiege. 
7  ;  Evans,  15  ;  Spragueville,  30  ;  Greenville.  62  :  Woonasquatucket,  18. 

In  1871  the  State  appropriation  was  SI. 374. 74.  Town,  82,600. 
Average  daily  attendance.  210.  There  were  ten  districts,  and  eleven 
schools  were  taught  during  the  year.  There  was  an  average  of  thirty- 
seven  weeks  taught  during  the  year.  No  school  but  what  registered 
over  ten  pupils.  There  were  registered  784  pupils,  being  twenty -four 
more  than  the  school  population  between  five  and  fifteen  years  of  age. 
This  year  the  School  Committee  re-numbered  the  school  districts,  as 
follows:  Allenville,  No.  1  ;  old  number,  17;  Georgiaville,  No.  2:  old 
number,  1G  ;  .Angell,  No.  3  ;  old  number,  29  ;  Dexter,  No.  4  :  old 
number,  18;  Stillwater.  No.  5:  old  number,  15;  Wionkhiege.  No.  6; 
old  number,  12  ;  Evans,  No.  7  ;   old    number,  13  :   Spragueville,  No.  8  : 


422  Smithfield. 

old  number,  28;  Greenville,  No.  9;  old  number,  14;  Woonasqua- 
tucket,  No.  10  ;  old  number,  20.  The  lines  were  somewhat  changed  at 
this  time,  but  have  been  set  back  in  nearly  all  cases  except  Sprague- 
ville  District,  which  was  enlarged,  and  remains  nearly  the  same  as 
arranged  at  that  time.  The  School  Committee  this  year,  being  the  first 
elected  since  the  division  of  the  town,  were  Marshall  I.  Mowry,  Maxcy 
W.  Burlingame  and  Burrill  R.  Mown' ;  the  latter  being  the  only  new 
member  added. 

The  State  and  town  appropriations  of  1872  were  the  same  as  the  year 
before,  with  an  average  of  thirty-two  weeks  during  the  year,  and  twelve 
schools  in  operation,  one  school  in  the  town  having  less  than  teu  pupils 
registered.  There  were  562  pupils  registered.  The  School  Committee 
were  the  same,  except  Daniel  W.  Latham  being  added  in  place  of 
Burrill  R.  Mowry,  who  retired. 

The  State  appropriation  in  1873  was  the  same  as  the  year  before, 
and  that  of  the  town  the  same  for  day  schools,  with  $200  more  for 
evening  schools.  There  were  twelve  day  schools  and  four  evening 
schools  this  year,  an  average  of  thirty  weeks,  and  562  pupils  registered. 
Rev.  Maxcy  W.  Burlingame  was  appointed  Superintendent  of  Public 
Schools.  Until  1872  the  supervision  had  been  assigned  to  the  com- 
mittee that  had  jurisdiction  in  their  respective  districts,  but  this  year 
Mr.  Burlingame  was  appointed,  and  had  supervision  over  the  whole 
town,  a  system  that  is  now  adopted  in  ever}7  town  in  the  State.  The 
appropriations  for  this  year  were  the  same  as  the  previous  year.  There 
were  twelve  da}r  and  four  evening  schools,  an  average  of  thirty-eight 
weeks  in  the  day  schools.  Number  of  pupils  enrolled,  593.  Average 
daily  attendance,  272.  There  were  four  male  and  fourteen  female 
teachers  employed.  These  schools  were  reported  to  compare  favorably 
with  the  schools  in  adjoining  towns  ;  also,  teachers  that  are  educated 
for  teaching  are  recommended.  A  Teachers'  Institute  was  held  in 
Georgiaville,  December  22d,  conducted  by  Thomas  W.  Bicknell,  Com- 
missioner of  Public  Schools  in  Rhode  Island, and  Prof.  J.C.Greenough, 
Principal  of  Rhode  Island  State  Normal  School.  All  the  teachers  in 
the  town  were  present  but  one,  as  well  as  many  friends  of  public 
education. 

The  following  set  of  rules  were  adopted  this  year  by  the  School 
Committee,  to  govern  the  schools  in  the  town  : 

Preamble  : — Teachers  and  candidates  for  teaching  in  the  Public  Schools, 
previous  to  entering  upon  their  engagement,  should  consider  it  of  great  impor- 
tance to  become  familiar  with  some  of  the  most  approved  plans  of  teaching  and 
governing  a  school,  and  should  endeavor,  as  far  as  possible,  to  possess  them- 
selves  of  definite  ideas  in  regard  to  the  solemn  duties  and  responsibilities  of 


Rules  and  Regulations.  423 

their  profession,  and  in  order  to  aid  and  assist  them  in  establishing  a  uniform 
and  systematic  course  of  instruction  and  discipline,  the  committee  would  re- 
spectfully submit  the  following  rules  : 

1.  All  the  teachers  of  the  public  schools  are  required  to  be  at  their  respective 
school-rooms,  and  to  ring  the  bell  from  ten  to  fifteen  minutes  before  the  time  of 
commencing  school  in  the  morning  and  in  the  afternoon.  They  shall  require 
the  pupils,  as  they  enter  the  room,  to  be  seated  in  an  orderly  manner  and  pre- 
pare for  study. 

2.  The  bell  shall  again  be  struck,  or  the  hand-bell  rung,  precisely  at  the 
specified  time  for  beginning  the  school,  as  a  signal  for  commencing  the  exer- 
cises ;  previous  to  which  all  the  scholars  are  expected  to  be  present  and  to  have 
made  all  needful  preparations  for  carrying  on  the  business  of  the  school,  in  or- 
der to  prevent  all  unnecessary  movement  after  the  exercises  commence. 

3.  All  the  public  schools  shall  be  opened  in  the  morning  by  reading  a  por- 
tion of  the  Scriptures,  which  may  be  done  by  the  teacher  alone,  or  in  connection 
with  the  older  pupils,  the  whole  school  being  required  at  the  same  time  to  sus- 
pend all  other  subjects,  and  to  give  proper  and  respectful  attention,  and  this  ex- 
ercise may  be  followed  by  prayer  or  not,  at  the  discretion  of  the  teacher. 

4.  Every  scholar  who  comes  in  after  the  school  bell  rings  must  present  a 
satisfactory  excuse,  and  all  who  cannot  do  so  shall  be  considered  delinquent 
and  marked  tardy  on  the  teacher's  register,  subject  to  examination  by  parents, 
trustees  and  school  committee. 

5.  No  teacher  shall  permit  whispering  or  talking  in  school,  or  allow  the 
scholars  to  leave  or  change  their  seats,  or  to  communicate  with  each  other 
during  school  hours  without  permission;  but  shall  strive  to  maintain  that  good 
order  and  thorough  discipline  which  are  absolutely  essential  to  the  welfare  of 
the  school. 

G.  It  shall  be  the  duty  of  teachers  to  guard  the  conduct  of  the  pupils,  not 
only  during  the  hours  of  school,  but  at  recess,  and  on  their  way  to  and  from 
school,  and  to  extend  at  all  times  a  watchful  care  over  their  morals  and  manners, 
endeavoring  to  inculcate  those  virtues  which  are  a  sure  foundation  for  future 
usefulness  and  happiness. 

7.  The  government  and  discipline  of  the  school  should  be  of  a  mild  and  pa- 
rental character.  The  teacher  should  use  his  best  exertions  to  bring  scholars 
to  obedience  and  a  sense  of  duty  by  mild  measures  and  kind  influences,  and  in 
cases  where  corporal  punishment  seems  absolutely  necessary,  it  should  be  in- 
flicted with  judgment  and  discretion,  and  in  general  not  in  presence  of  the 
school. 

8.  Teachers  should  ever  avoid  those  low  and  degrading  forms  of  punishment, 
such  as  tying  scholars' hands' and  compelling  them  to  hold  a  weight  in  their 
hands  with  their  arms  extended,  pinching,  pulling  and  wringing  their  ears, 
cheeks  and  arms,  and  other  similar  modes,  which  are  sometimes  used,  as  the 
committee  are  decidedly  of  the  opinion  that  a  judicious  teacher  will  find  other 
methods  of  governing  more  consistent  and  more  effectual. 

9.  In  cases  of  obstinate  disobedience  or  wilful  violation  of  order,  a  teacher 
may  suspend  a  pupil  from  school  for  the  time  being,  by  informing  the  parents  or 
guardians  and  school  committee  thereof,  and  re-admit  him  on  satisfactory  evi_ 
dence  of  amendment,  or  such  pupil  may,  at  the  discretion  of  the  teacher,  be  re- 


424  Smithfield. 

f erred  directly  to  the  committee,  to  be  dealt  with   as  their  judgment  and  legal 
authority  shall  dictate. 

10.  The  teachers  shall  classify  the  pupils  of  their  respective  schools  accord- 
ing to  their  age  and  attainments,  irrespective  of  rank  or  wealth,  and  shall  assign 
them  such  lessons  as  seem  best  adapted  to  their  capacities,  and  render  them  all 
possible  aid  and  assistance,  without  distinction  or  partiality. 

11.  For  the  purpose  ot  preserving  that  system  and  order  so  essential  to  a 
well-regulated  school,  and  securing  to  the  pupils  a  thorough  knowledge  of  the 
subjects  pursued,  there  should  be  a  specified  time  for  every  exercise  and  a  cer- 
tain portion  of  time  devoted  to  it,  and  in  no  case  should  any  one  recitation  in- 
terfere with  the  time  appropriated  to  another,  and  whatever  the  exercise  may 
be,  it  should  receive  for  the  time  the  immediate,  and,  as  far  as  practical,  the  ex- 
clusive attention  of  the  teacher. 

12.  Exercises  in  declamation  and  composition  shall  be  practiced  by  the  older 
and  more  advanced  pupils,  at  the  judgment  of  the  teacher,  under  the  advice  of 
the  committee. 

13.  Singing  may  be  encouraged,  and,  as  far  as  practical,  taught  in  all  the 
schools,  not  only  for  its  direct  intellectual  and  moral  uses,  but  as  a  healthy  ex- 
ercise of  the  lungs  and  agreeable  recreation  to  the  pupils  and  an  auxiliary  in 
good  government. 

14.  There  shall  be  a  recess  of  at  least  fifteen  minutes  in  the  middle  of  every 
half  day. 

15.  It  shall  be  the  duty  of  teachers  to  see  that  fires  are  made  in  cool  weather, 
in  their  respective  school-rooms,  at  a  seasonable  hour,  to  render  them  warm 
and  comfortable  by  school-time ;  to  take  care  that  their  rooms  are  properly 
swept  and  dusted,  and  that  a  due  regard  to  neatness  and  order  is  observed,  both 
in  and  around  the  school-house 

1G.  As  pure  air  of  a  proper  temperature  is  indispensable  to  health  and  com- 
fort, teachers  cannot  be  too  careful  in  giving  attention  to  these  things.  If  the 
room  has  no  ventilator,  the  doors  and  windows  should  be  opened  before  and 
after  school,  to  permit  a  free  and  healthy  circulation  of  air;  and  the  tempera- 
ture should  be  regulated  by  a  thermometer,  suspended  five  or  six  feet  lrom  the 
floor,  in  such  a  position  as  to  indicate,  as  near  as  possible,  the  average  temper- 
ature, and  should  be  kept  at  about  sixty-five  degrees  Fahrenheit. 

17.  The  teachers  shall  take  care  that  the  school-house,  table,  desk  and  appa- 
ratus in  the  same,  and  all  the  public  property  intrusted  to  their  charge,  be  not 
cut,  scratched,  marked  or  injured,  or  defaced  in  any  manner  whatever.  And  it 
shall  be  the  duty  of  the  teachers  to  give  prompt  notice  to  one  or  more  of  the 
trustees  of  any  repairs  that  may  be  needed. 

18.  Every  teacher  shall  keep  a  record  of  all  the  recitations  of  every  class, 
and  of  the  manner  in  which  every  member  of  the  class  shall  acquit  himself  in 
his  recitation,  using  figures  or  otherwise,  to  mark  degrees  of  merit;  also  every 
act  of  disobdience  or  violation  of  order  shall  be  noted,  and  registers  shall  be  at 
all  times  subject  to  the  inspection  of  parents,  trustees  and  committee. 

19.  The  following  shall  be  the  construction  of  teachers'  engagements,  unless 
otherwise  specified  in  the  written  contract :  They  shall  teach  six  hours  every 
day,  including  a  recess,  and  shall  divide  the  day  into  two  sessions,  with  at  least 
one  hour  intermission.     They  shall  teach  every  day  in  the  week  except  Satur- 


Rules  and   Regulations.  425 

day  and  Sunday,  and  four  weeks  for  a  month,  and  they  may  dismiss  the  school 
on  the  4th  of  July,  on  Christmas  and  on  days  of  public  fast,  and  Thanksgiving, 
and  one  day  out  of  every  month  for  the  purpose  of  attending  Teachers'  Insti- 
tutes, or  of  visiting  schools. 

20.  Good  morals  being  of  first  importance  and  essential  to  their  progress  in 
useful  knowledge,  the  pupils  are  strictly  enjoined  to  avoid  all  vulgarity  and  pro- 
fanity; to  conduct  themselves  in  a  sober,  orderly  and  decent  manner,  both  in 
and  out  of  school ;  to  be  diligent  and  attentive  to  their  studies ;  to  treat  each 
other  politely  and  kindly  in  all  their  intercourse ;  to  respect  and  obey  all  orders 
of  their  teachers  in  relation  to  their  conduct  and  studies,  and  to  be  punctual  and 
constant  in  their  daily  attendance. 

21.  Every  pupil  who  shall  accidentally,  or  otherwise,  injure  any  school  prop- 
erty, whether  fences,  gates,  trees  or  shrubs,  or  any  building,  or  any  part  ihereof, 
or  break  any  window  glass,  or  destroy  any  instrument,  apparatus  or  furniture 
belonging  to  the  school,  shall  be  liable  to  pay  all  damages. 

22.  Every  pupil  who  shall,  anywhere  on  or  around  the  school  premises,  use 
or  write  any  profane  or  unchaste  language,  or  shall  draw  any  obscene  pictures 
or  representations,  or  cut.  or  mark,  or  otherwise  intentionally  deface  any  school 
furniture  belonging  to  the  school  estate,  shall  be  punished  in  proportion  to  the  na- 
ture and  extent  of  the  offence,  and  shall  be  liable  to  the  action  of  the  civil  law. 

23.  No  scholars  of  either  sex  shall  be  permitted  to  enter  any  part  of  the  yard 
or  building  appropriated  to  the  other,  without  the  teachers'  permission. 

24.  The  scholars  shall  pass  through  the  streets,  on  their  way  to  and  from 
school,  in  an  orderly  and  becoming  maimer ;  shall  clean  their  feet  on  entering 
the  school-room,  and  take  their  seats  in  a  quiet  and  respectful  manner  as  soon 
as  convenient  after  the  first  bell  rings,  and  shall  take  proper  care  that  their 
books,  desks  and  floor  around  them  are  kept  clean  and  in  good  order. 

25.  No  scholar  should  try  to  hide  misconduct  or  screen  them  from  justice, 
but  it  shall  be  the  duty  of  every  pupil  who  knows  of  any  bad  conduct  or  viola- 
tion o^f  order,  committed  without  the  knowledge  of  the  instructor,  to  the  dis- 
grace and  injury  of  the  school,  to  inform  the  teacher  thereof  and  to  do  all  in  his 
power  to  discourage  and  discountenance  improper  behavior  in  others,  and  to 
assist  the  teacher  in  restoring  good  order  and  sustaining  the  reputation  of  the 
school. 

SPECIAL    RULES   AND    REGULATIONS   IX   REGARD    TO    SCHOLARS. 

1.  No  child  under  five  years  of  age  shall  be  admitted  as  a  scholar  into  any 
of  the  schools  of  this  town,  unless  by  special  permission  of  the  member  of  the 
committee  having  that  district  in  charge. 

2.  No  scholar  who  comes  to  school  without  attention  having  been  given  to 
the  cleanliness  of  his  person,  or  of  his  dress,  or  whose  clothes  are  not  properly 
repaired,  shall  be  permitted  to  remain  in  the  school. 

3.  Scholars  who  fail  to  attend  school  regularly  (except  such  scholars  as  pre- 
sent to  their  teacher  a  written  excuse  from  one  or  both  of  their  parents  or 
guardians)  shall  not  be  entitled  to  the  privileges  of  our  schools. 

4.  Any  scholars  who  tyrannize   over  the   younger  and  smaller   ones   of  the 


426  Smithfield. 

school,  thus  constantly  annoying  their  teacher  by   complaints  of  their  conduct, 
shall  be  excluded  from  our  schools. 

5.  Any  scholar  who  persists  in  using  profane  or  obscene  language,  or  has  in 
his  or  her  possession  any  obscene  literature,  or  circulates  the  same  among  the 
other  scholars,  shall  be  excluded  immediately  from  our  schools 

6.  Smoking  or  chewing  tobacco  in  the  school-house  or  upon  the  school 
premises  are  forbidden. 

Special  Rules  and  Regulations  in  regard  to  Teachers. 

1.  Teachers  must,  in  all  cases,  be  examined  by  proper  authority,  and  receive 
a  ticket  from  such  that  they  are  qualified  to  instruct  the  schools  in  this  town, 
before  they  commence  to  teach.  Any  departure  from  this  law,  however  slight 
will  be  sufficient  reason,  in  the  minds  of  the  committee,  for  withholding  a  cer- 
tificate. 

2.  No  teachers  shall  use,  or  encourage  the  use  of  any  other  books  than  those 
recommended  by  the  committee. 

3.  Teachers  shall  take  care  that  their  rooms  and  entries  are  kept  neat  and 
clean,  and  are  at  all  times  ventilated  properly. 

4.  Teachers  must  give  notice  to  the  committee  of  the  time  when  term  will 
begin  and  close,  so  that  the  school  may  be  visited  as  the  law  requires. 

5.  Teachers  will  be  held  responsible  by  the  committee  for  the  prompt  and 
efficient  enforcement  of  the  above  rules. 

G.  Every  teacher  shall  keep  a  copy  of  these  rules  and  regulations  posted  up 
in  the  school-room  and  shall  cause  them  to  be  read  aloud  at  least  once  in  every 
month;  and  in  case  of  any  difficulty  in  carrying  out  these  regulations,  or  in  the 
government  or  discipline  of  the  school,  it  shall  be  the  duty  of  the  teacher  to 
apply  immediately  to  the  committee  for  advice  and  direction. 

# 

This  year  Mr.  Burlingame  withdrew  from  the  Committee,  and  Sam- 
uel W.  Farnum  was  elected  in  his  place,  and  was  also  appointed  Super- 
intendent. 

The  State  appropriation  for  1875  was  the  same  as  the  year  before; 
the  town  appropriation  was  $3,500  for  clay  schools,  and  nothing  allowed 
for  evening  schools.  There  has  been  an  average  of  thirt3'-tvvo  weeks  of 
school  during  the  year,  having  twelve  schools,  with  five  male  teachers 
and  fourteen  female.  Total  number  of  pupils  registered,  539  ;  average 
number  belonging  to  schools,  347,  and  an  average  daily  attendance  of 
283. 

In  1874  there  was  a  joint  district  formed  between  North  Smithfield 
and  Smithfield,  placing  the  old  Andrews  district  together,  as  it  was  be- 
fore the  division  of  the  town. 

At  the  October  session  of  the  General  Assembly,  in  1808,  an  act  was 
passed  incorporating  the  Smithfield  School  Societ}-,  also  the  Smithfield 


School  Districts.  427 

Acadenrry  Society.  Among  the  incorporators  of  the  Smithfield  School 
Society,  are  the  names  of  Samuel  Clark,  Jeremiah  Whipple,  Simon  Al- 
drich, Simon  Whipple,  John  Jenks.  Abab  Mo  wry,  Nathaniel  Mowry, 
Winsor  Aldrich,  James  Aldrich  and  Susannah  Jeuks,  being  citizens  of 
different  parts  of  the  town.  They  were  made  a  bod}'  politic  and  corpo- 
rate for  school  purposes,  with  powers  to  sue  and  be  sued,  and  to  assess 
taxes.  They  were  to  meet  annually,  on  the  first  Monday  in  January, 
for  the  election  of  officers  and  such  other  business  as  might  come  before 
them  for  school  purposes. 

In  giving  the  local  history  of  the  districts,  I  am  indebted  to  some  of 
the  older  inhabitants  of  the  town,  who  have  always  been  connected  or 
interested  in  public  education.  Allenville  district,  No.  1,  is  the  oldest 
district  in  the  town  that  has  had  a  house  set  aside  for  school  purposes. 
One  hundred  years  ago  there  was  a  school-house  in  the  district  and  a 
school  taught  there.  The  next  new  school-house  is  now  a  dwelling 
house  occupied  by  Benjamin  Britton.  It  was  known  as  the  Barnes 
school,  and  school  was  taught  there  about  seventy  years  ago.  The 
next  school  was  taught  in  Captain  Elisha  .Smith's  house,  now  occupied 
by  his  son,  Henry  E.Smith.  In  1816  Jesse  B.  Smith  was  teacher,  a 
native    of  Smithfield,  and  afterwards  a  merchant  in  Providence. 

The  Hon.  Philip  Allen,  once  Governor  of  Rhode  Island,  built  a  cotton 
mill  in  this  place  in  1812  or  1813,  from  whence  it  received  its  name,  and 
in  1820  he  built  a  school-house  and  gave  the  use  of  it  for  public  schools, 
the  district  using  it  until  they  built  the  present  house. 

In  1849  the  citizens  of  this  district  voted  for,  and  built,  the  present 
school-house,  upon  land  owned  by  Capt.  Elisha  Smith,  he  giving  the 
land  for  that  purpose.  The  house  and  furniture  cost  $1,000.  There 
was  a  free  school  in  part  in  1830.  Capt.  Smith  was  the  Trustee,  being 
the  first  Trustee  of  whom  there  is  any  record.  There  was  a  rate-bill 
assessed  to  help  defray  the  expenses  of  the  year.  The  school  kept  at 
this  time  averaged  six  months.  The  present  school  system  was  adopted 
in  this  district  September  12th,  1846,  and  the  district  was  organized  un- 
der the  same,  or  nearly  the  same,  boundaries  as  at  present.  The  first 
Trustees  were  Capt.  Elisha  Smith,  Jeremiah  J.  Young  and  Edwin  W. 
Mowry  ;  and,  with  Mr.  John  Fenner,  the)T  have  been  more  or  less  con- 
nected with  the  schools  in  the  district  until  1870.  There  never  had  been 
an  entire  free  school  here,  a  rate-bill  having  to  be  collected  to  help  out 
the  school  of  fort)7  weeks.  Since  then  the  town  and  State  appropria- 
tions have  amounted  to  enough  to  carry  on  the  schools  for  that  length 
of  time.     Among  the  instructors  who  have  taught  in  this  district,  are 


428  Smithfield. 

Caleb  Farnum,  who  afterwards  was  Principal  of  the  Elm  Street  Gram- 
mar School,  Providence,  and  an  author  of  a  Grammar  ;  Mr.  Scott  Mowry, 
a  successful  merchant  in  Providence,  and  George  L.  Sayles,  a  law}er, 
also  of  Providence.  The  school  is  now  in  a  flourishing  condition,  hav- 
ing as  man}-  pupils  as  the  house  will  seat,  who  are  progressing  finely  in 
their  studies.  In  the  years  1874-75  it  had  an  average  daily  attend- 
ance of  forty-two  pupils. 

Georgiaville  District,  No.  2,  was  a  part  of  No.  1  until  about  1815, 
when  a  school  was  started  in  Caleb  Farnum's  shop.  In  1820  a  school 
was  opened  in  what  was  called  the  Dye  House,  a  stone  building  situated 
near  the  river,  and  owned  by  Samuel  A.  Nightingale.  This  school  was 
taught  by  Horace  Hawes,  a  successful  teacher  in  those  times.  He  came 
from  Foster  to  this  place,  and  taught  here  two  years.  In  1827  Sumuel 
A.  Nightingale  built  a  large  building  for  public  schools  through  the 
week,  and  religious  services  on  the  Sabbath.  This  building  cost  at  that 
time  $300.  There  was  a  district  system  established,  and  officers  elected 
here,  for  the  first  time,  in  1830.  The  school  was  kept  six  months  as  free, 
and  after  that  time  a  rate-bill  was  collected  for  three  months  more.  On 
April  21st,  1846,  this  district  organized  under  the  present  law,  and  the 
first  Trustees  were  Ephraim  Whipple,  John  C.  Westcott  and  Waterman 
F.  Brown,  all  of  whom  have  passed  awajr  except  Mr.  Brown. 

A  special  meeting  was  called  January,  1850,  to  take  measures  to  build 
a  school-house.  Junia  S.  Mowry,  Ephraim  Whipple,  Waterman  F.  Brown, 
James  H.  Armington,  Waterman  Smith,  Austin  Sawyer  and  Edwin  Far- 
num were  appointed  a  committee  to  propose  a  plan,  to  procure  a  site,  and 
to  report  the  same  at  an  adjourned  meeting.  They  reported  the  site  where 
the  school-house  now  stands,  and  a  building  twenty-five  feet  wide  and 
fifty  feet  long,  which  was  accepted,  and  a  house  built  upon  the  plan,  at 
a  cost  of  SI, 400.  This  }-ear  there  was  a  free  school  for  nine  months, 
also  a  graded  school  established. 

In  1854  male  teachers  received  $10  per  week,  and  females  but  $4.  In 
1857  the  amount  received  for  schools  from  the  town  was  $296.90  ;  rate- 
bill,  $216.13.  Again  in  1863  the  amount  raised  for  teachers'  wages 
was  $333  70.  The  rate-bill  was  abolished  in  1869.  Until  that  time 
there  was  generally  a  rate-tax  collected. 

In  1873  the  present  house  was  raised  and  a  stor}~  given  to  each  de- 
partment. The  single  desk  was  put  into  the  house  in  this  year.  The 
committee  to  do  the  repairs  were  Samuel  W.  Farnum,  Henry  C.  Bowen 
and  Orrin  B.  Brayton,  which  cost  $2,139.63.  At  present  there  are  two 
departments,  and  free  schools  of  forty  weeks   during  the  year.     No  tax 


School  Districts.  429 

was  assessed  for  school  purposes  during  the  past  year.  There  has  been 
an  average  daily  attendance  during  the  years  of  1874  and  1875  of  sixty- 
five  pupils.  At  present  the  school  is  in  a  flourishing  condition,  as  re- 
gards attendance,  studies  and  number  of  pupils  belonging  to  the  school. 
Among  the  instructors  who  have  formerly  taught  here,  are  Samuel  W. 
Crawford,  a  Surgeon  at  Fort  Sumter  at  the  time  of  its  fall  in  1861,  who 
afterwards  rose  to  the  rank  of  Major  General  in  the  late  Rebellion.  He 
was  a  very  successful  teacher.  Miss  Carrie  F.  Peirce,  who  had  a 
Young  Ladies'  High  School  in  Providence,  was  also  a  successful 
teacher  here. 

Angell  District,  No.  3,  was,  one  hundred  and  ten  }-ears  ago,  in  1766,  an 
original  district,  and  had  a  public  school  house.  The  building  is  now  de- 
stroyed. It  stood  near  the  corner  where  Mrs.  A.  Angell's  house  now 
stands.  The  next  place  where  there  is  any  account  of  a  school  being 
taught,  was  in  what  was  Peter  Ballou's  cooper-shop.  About  1816  the 
schools  were  taught  in  three  private  houses  in  the  district. 

In  1832  Jonathan  Harris,  Asahel  Angell,  Daniel  Angell,  Robert  Har- 
ris, David  Harris.  Colonel  John  Angell  and  Arnold  Smith  built  the 
present  school-house  and  gave  it  to  the  district.  It  cost  about  S300. 
Miss  Huldah  Farnurn  was  the  first  teacher  who  taught  in  this  house. 
She  wras  a  successful  teacher,  among  the  oldest  teachers  of  this  town. 
Mr.  Timothy  Mahoney  taught  in  this  district.  This  school  is  at 
present  (as  in  all  rural  districts  throughout  the  State)  small  in  numbers. 
The  pupils  here  are  quite  young,  not  placing  them  on  so  high  a  grade 
as  some  rural  schools  are.  During  the  years  of  1874  and  1875  there  was 
an  average  daily*  attendance  of  011I3'  thirteen  pupils. 

Dexter  District,  No.  4,  has  one  of  the  original  district  schools,  a 
school  being  kept  here  as  soon,  or  nearly  so,  as  anywhere  in  the  town. 
In  1816  the  present  school-house  was  erected.  This  was  the  first  house 
devoted  to  school  purposes  in  the  district  of  wdiich  there  is  an}7  record. 
About  twent}* -five  years  since  there  was  an  addition  put  on  the  house. 
Before  the  erection  of  this  house  schools  were  taught  around  in  private 
houses,  but  since  then  there  has  been  in  part  a  free  school,  the  remainder 
being  raised  by  a  rate  tax.  This,  like  the  Angell  school,  is  small, 
being  affected  by  the  division  of  the  old  towrn  of  Smithfield,  about  half 
of  the  district  belonging  to  Lincoln.  Among  the  teachers  are  Timothy 
Mahoney,  and  also  George  Newell,  who  is  now  one  of  the  firm  of 
Smith,  Grant  &  Co.,  merchants,  of  Pawtucket.  In  1874  and  1875  there 
was  an  average  daily  attendance  of  seven. 

Stillwater  District,  No.   5,  was  an  original  district.     In   1776  there 


430  Smithfield. 

was  a  house  for  the  use  of  public  schools,  ou  land  now  owned  by  John 
A.  Mowiy.  A  school  was  taught  here,  and  children  from  a  large  terri- 
toiy  attended.  In  1830  the  district  built  another  school-house,  nearly 
opposite  the  other,  using  it  for  that  purpose  until  1874,  when  the  district 
built  another  house.  The  old  school-house  is  made  into  a  dwelling- 
house.  The  new  one  is  in  the  village  of  Stillwater.  It  is  two  stories 
high,  each  floor  capable  of  seating  sixty-four  pupils.  At  present  there 
is  but  one  floor  •occupied,  having  fifty-six  single  desks,  having  the 
modern  improvements  attached.  Among  the  teachers  who  have  taught 
in  this  district  are  Jencks  Mowiy,  a  very  popular  teacher,  and  at  present 
the  senior  Principal  of  Mount  Pleasant  Academy,  of  Providence  ;  also, 
the  Rev.  Martin  J.  Steere,  a  popular  Universalist  minister  in  Connecti- 
cut. He  is  a  native  of  this  district,  and  here  first  learned  the  rudiments 
of  his  education.  The  school  at  present  is  doing  finely  ;  the  average 
daily  attendance  was  thirty-one  pupils  for  1874  and  1875.  The  first 
strictly  free  school  in  this  district  was  in  1830,  keeping  three  months  in 
the  }Tear,  and  from  that  time  to  the  present  there  has  been  a  free  school 
from  three  to  ten  months  in  each  year.  They  have  now  forty  weeks  of 
school  this  year.  The  school  under  the  present  law  was  commenced  in 
1845. 

Wionkhiege  District,  No.  6,  was  organized  as  early  as  1816,  but  did 
not  have  any  public  house  for  school  purposes  until  1856,  when  the 
present  school-house  was  erected.  Mr.  Daniel  Aldrich  was  appointed  a 
committee  this  year  to  procure  a  site  and  build  a  house  upon  it,  subject 
to  the  approval  of  the  School  Committee  of  the  town.  Its  present  site 
was  approved,  and  the  house  was  erected  at  a  cost  of  $800.  The  build- 
ing is  capable  of  seating  fifty-six  pupils,  and  is  a  neat  and  nicely 
contrived  house  for  an  ungraded  country  school.  Before  the  erection  of 
this  house  schools  were  taught  around  in  different  dwellings,  rooms 
being  fitted  up  as  well  as  could  be  for  this  purpose.  Among  the 
teachers  of  this  district  were  Jencks  Mo  wry,  a  native  of  this  district, 
where  he  first  began  his  earty  education  ;  Benjamin  Franklin  Latham,  a 
rising  young  lawyer  of  this  State,  who  died  before  his  talents  were  fully 
developed  ;  also,  L.  L.  Swan,  M.  D.,  a  native  of  the  town,  who  was  a 
talented  physician,  but  death  came  upon  him  ere  he  tt  as  aware.  This 
being  strictly  a  rural  district,  has  been  reduced  to  a  very  small  school, 
the  average  daily  attendance  for  1874  and  1875  being  only  seven  pupils. 
The  schools  in  this  district  have  in  part  been  free  since  1830.  For  the  last 
few  years  they  have  only  kept  from  twenty  to  thirty  weeks.  The  present 
year  they  have  forty  weeks  of  school.  Although  the  school  is  small,  the 
studies  pursued  here  are  of  as  high  a  scale  as  anywhere  in  the  town. 


School  Districts.  431 

In  1874  a  portion  of  this  district  was  made  joint  district  with  the 
Andrews  district  of  North  Smithfield,  it  being  that  portion  that  former- 
ly belonged  to  this  district  before  the  division  of  the  town.  School  was 
also  taught  here  in  the  Jemima  Wilkinson  Meeting  House.  This  house 
was  built  for  Jemima  Wilkinson,  a  founder  of  peculiar  religious  princi- 
ples. She  was  born  in  Cumberland,  R.  I.,  in  1753,  and  educated  among 
the  Quakers.  When  about  twenty-three  she  was  taken  suddenly  ill  and 
apparently  seemed  to  die.  On  recovering  she  proclaimed  she  had  risen 
from  the  dead,  claiming  to  be  invested  with  Divine  attributes,  could 
instruct  mankind  in  religion,  foretell  future  events,  discern  secrets 
of  the  heart,  and  heal  diseases  of  persons  who  had  faith  in  her  skill, 
and  offered  to  prove  her  abilit}'  for  these  things  by  walking  on  the 
water.  A  frame  was  erected  at  Seneca  Lake,  N.  Y.,  for  that  purpose. 
At  the  appointed  time  she  appeared  and  approached  within  a  few 
hundred  yards  of  the  water,  and  alighted  from  an  elegant  carriage  and 
walked  to  the  platform  ;  asked  the  crowd  if  the}*  had  faith  in  her  ability, 
and  being  answered  in  the  affirmative,  she  turned  and  went  back  to  her 
carriage,  saying  it  was  useless  to  walk  on  the  water,  as  they  all  believed 
she  could  do  so.  She  was  called  the  Universal  Friend.  She  was  illiter- 
ate, of  respectable  appearance,  and  possessed  of  a  retentive  mind. 
She  died  at  Penn  Yan,  N.  Y.,  in  1819. 

Evans  District,  No.  7,  is  an  original  district,  having  been  formed  as 
earl}-  as  1806.  The  first  school  of  which  we  have  a  record,  was  in  this 
year  taught  in  Augustus  Winsor's  house,  a  gentleman  very  much 
interested  in  schools  at  that  time.  Schools  were  also  taught  in  Daniel 
Mann's  shop  and  at  the  Tucker  place,  the  house  where  John  Tucker  was 
born,  a  gentleman  who  was  deputy  sheriff  of  Providence  county 
several  years  sinee  ;  and  in  other  dwellings  in  the  district,  they  being 
fitted  up  for  these  purposes.  The  school  was  first  taught  in  the  present 
house  in  1830,  remaining  as  a  private  building  until  1872,  when  the 
district  purchased  it  and  converted  it  into  a  public  school  building. 

The  first  free  school  in  this  district  was  in  1835,  and  has  since  been 
carried  on  as  such,  in  full  or  in  part.  Among  the  teachers  who  have 
taught  here,  are  John  Tucker  and  George  M.  Appleby,  a  gentleman  to 
whom  I  am  under  obligations  for  information  received  of  the  schools  in 
this  district.  He  is,  and  has  always  been,  a  firm  friend  of  public 
schools.  This  being  a  rural  district,  it  is  necessarily  a  small  school, 
the  average  daily  attendance  for  1874   and   1875  being  only  nine  pupils. 

Spragueville  District,  No.  8,  was  formerly  a  part  of  the  P^vans 
District.  They  were  divided  in  1840  ;  however,  in  1808,  there  was  a 
school  taught  here  before  the  division.     It  was  taught  in  a  Mr.  Burgess's 


432  Smithfield. 

house,  which  is  now  an  L  of  Henry  W.  Smith's  house,  near  Sprague- 
ville.  This  L  at  the  time  furnished  room  for  the  school  and  the 
residence  of  the  teacher.  It  is  remarked  that  Mr.  Burgess  smoked  his 
pipe  during  school  hours.  Schools  were  taught  in  different  dwelling 
houses  in  this  district  until  Daniel  Mann  and  Gideon  Evans  erected  the 
present  school-house  in  the  Evans  District.  Captain  Sprague,  the 
founder  of  Spragueville,  in  1844,  or  thereabouts,  erected  the  present 
school-house  in  Spragueville,  and  the  School  Committee  made  the 
present  district.  In  1845  the  schools  went  into  operation  under 
the  present  system.  Among  the  teachers  employed  here,  mention 
is  made  of  Israel  Tucker,  an  excellent  land  surveyor,  and  a  native 
of  Evans  District.  I  am  under  obligations  to  George  W.  Appleby, 
also,  for  valuable  information  of  this  district.  The  average  daily 
attendance  for  1874  and  1875  was  twenty-four  pupils.  The  school 
is  doing  well  at  present. 

Greenville  District,  No.  9,  has  the  first  record  of  any  school  in  this 
town.  The  division  of  the  town  was  in  1730,  and  twenty  years 
afterward  there  was  a  public  school-house  standing  where  the  present 
house  now  stands. 

In  1812  a  petition  was  sent  to  the  General  Assembly  for  a  charter  of 
Greene  Academy.  This  Assembly  being  willing  to  encourage  and 
promote  the  cause  of  education,  "  do  enact,  and  by  authority  thereof,  it 
is  enacted,  that  Duty  Winsor,  Daniel  Winsor,  Aaron  Mowry,  Elijah 
Day,  Emor  Olney,  Nathan  B.  Sprague,  Augustus  Winsor,  Ziba  Smith, 
Abraham  Smith  and  Asa  Winsor,  and  all  others  that  may  be  hereafter 
admitted,  shall  be  members  of  said  corporation,  by  style  and  name  of 
the  Trustees  of  Greene  Academy,  and  by  name  be  perpetual,  capable  in 
law  to  hold  any  personal  or  real  estate,  not  to  exceed  $5,000."  Duty 
Winsor  was  President ;  Samuel  Winsor,  Vice  President ;  Aaron  Mowry, 
Treasurer  ;  and  Asa  Winsor,  Secretary.  A  lottery  was  granted  by  the 
General  Assembly,  the  proceeds  to  go  towards  erecting  the  building. 
Asa  Winsor  and  Nathan  B.  Sprague  were  managers  of  said  lottery. 
The  house  was  built  in  1813,  where  the  present  house  now  stands.  In 
1819  the  charter  was  re-enacted,  on  account  of  failure  to  elect  officers. 
In  1836  the  charter  was  revised  and  amended:  "  Provided  said  corpora- 
tion fails  to  elect  officers,  the  old  ones  to  hold  over  until  an  election 
of  officers  are  held."  About  1840  the  building  and  lot  were  given 
to  the  district. 

One  hundred  years  ago  there  were  schools  taught  around  in  the  dwelling 
houses,  the   tuition  being  12 J   cents  per   week  for   each   pupil,  which 


Evening  Schools.  433 

continued  in  session  four  months,  and  after  awhile  six  months,  and  at 
present  school  is  taught  forty  weeks  each  year.  They  employed  lady 
teachers  in  Summer,  and  male  teachers  in  Winter,  until  the  past  }'ear, 
when  ladies  have  taught  the  entire  year.  The  district  was  formed  un- 
der the  present  system  May  29,  1848,  when  Emory  Fisk,  William  F. 
Brown  and  John  Foster,  the  first  Trustees,  voted  that  all  scholars  should 
be  accommodated  with  school  room.  A  school  meeting  was  called  by 
the  Town  Committee,  George  C.  Wilson,  Chairman,  for  the  district  to 
organize  March  24th,  1849.  This  year  the  district  had  to  raise  a  tax  to 
continue  the  school  for  four  months.  In  1858  the  school  was  kept 
thirty-eight  weeks,  and  has  been  continued  that  number  of  weeks  up  to 
1875.  In  1875  the  present  beautiful  house  was  erected  and  dedicated 
to  public  schools,  it  being  a  model  house  for  this  purpose.  It  cost  about 
$9,000  to  complete  it.  It  is  of  two  stories,  each  floor  having  a  separate 
school,  the  single  desk  and  other  modern  improvements  being  placed  in 
the  rooms.     Each  room  will  seat  seventy-two  pupils  comfortabl\\ 

In  1848  the  schools  were  graded  into  Grammar  and  Primary  depart- 
ments. Among  the  teachers  here  employed  may  be  found  Henry  Hart- 
well  Jenks,  a  teacher  of  note,  and  for  a  number  of  years  one  of  the 
School  Committee  of  Smithfield.  This  school  is  doing  finely,  and  has 
an  average  daily  attendance  of  sixty  pupils  for  1874  and  1875. 

In  1840  there  were  nineteen  districts  in  Smithfield;  and  Woonasqua- 
tucket  district,  No.  10,  was  a  part  of  Greenville,  but  soon  after  it  was 
made  a  separate  district.  In  1847  this  district  was  dissolved,  and  re-es- 
tablished in  1856.  In  1872  it  was  consolidated  with  the  Greenville 
district,  but  in  1873  was  made  a  separate  district  again.  This  district 
has  never  owned  a  house,  but  occupies  a  building  belonging  to  the  Win- 
sor  Mills  Company,  they  giving  the  use  of  the  building  to  the  district. 
This  district  has  had  many  disadvantages  ;  at  one  time  having  an  aver- 
age daily  attendance  of  only  two  pupils  per  year.  In  1874-5  it  had  an 
average  daily  attendance  of  twenty-three.  The  school  is  now  pros- 
pering. 

Evening  Schools. 

The  first  evening  school  in  what  now  constitutes  the  town  of  Smith- 
field  was,  in  1853,  at  Georgiaville,  taught  by  Carrie  F.  Pierce.  Again, 
in  1870,  the  town  started  schools  in  different  parts  of  the  town,  one  being 
at  Georgiaville. 

In  1873  there  were  schools  taught,  one  at  Allen ville,  one  at  Georgia- 
28 


434  Smithfield. 

ville,  one  at  Spragueville,  and  one  at  Woonasquatncket.  In  1S74  even- 
ing schools  were  taught  in  the  same  districts,  and  in  1875  there  was 
only  one,  and  that  at  Georgiaville.  The  town  failed  to  appropriate  any- 
thing for  that  purpose,  and  the  Bernon  Manufacturing  Company  carried 
on  the  school. 

Libraries. 

In  this  town  there  is  but  one  public  librar}',  that  of  the  Bernon  Manu- 
facturing Company  at  Georgiaville.  This  was  founded  in  1872  b}T  the 
said  Companj'.  The  revenue  is  derived  b}7  rent  of  Bernon  Hall,  and  the 
amount  received  b}T  loan  of  books,  the  price  per  week  being  five  cents, 
the  amount  annually  received  being  about  $100.  which  is  expended  for 
books,  adding  about  fifty  volumes  each  year.  It  contained  about  500 
bound  volumes  in  1875.     Herbert  R.  Farnum,  Librarian. 

Of  Sunday  School  Libraries  the  Baptists  have  three  and  the  Episco- 
palians one. 

The  Allenville  Sunday  School  Library  was  founded  by  Hon.  Philip 
Allen  in  1830.  It  is  free  to  scholars  attending  Sabbath  School.  The 
annual  receipts  are  $50,  and  that  amount  is  expended  for  books.  In 
1875  it  contained  300  bound  volumes  ;  there  are  added  twenty-five  vol- 
umes each  year  ;  the  annual  circulation  is  1,560  volumes ;  the  population 
represents  200,  and  the  denomination  is  Baptist ;  the  Librarians  are 
Henry  Collins  and  Allie  A.  Staples, 

The  Georgiaville  Sunday  School  Librar}-  was  founded  by  Samuel 
A.  Nightingale  in  1827  ;  it  is  free  to  all  attending  Sabbath  School ;  the 
annual  receipts  are  $50,  collected  by  contributions  ;  there  are  $50  annu- 
ally expended  for  books  ;  there  are  about  fifty  bound  volumes  added 
each  }rear ;  in  1875  there  were  about  300  bound  volumes  in  the  Libra- 
ry; the  annual  circulation  is  5,200  volumes;  the  population  represents 
1,000  inhabitants,  and  the  denomination  is  Baptist.  Henry  F.  Tyler, 
Librarian. 

The  Greenville  Sunday  School  Library  was  founded  by  the  First  Free- 
will Baptist  Society,  of  Greenville,  in  1820,  and  was  free  to  all  attend- 
ing Sabbath  School.  It  collects  about  $50  per  }rear,  and  expends  the 
same  for  books  ;  it  adds  seventy-five  volumes  to  its  Library  every  year  ; 
there  are  500  bound  volumes  in  the  Library  ;  it  circulates  annually  5,200 
volumes;  the  population  represents  1,000  inhabitants.  Lewis  Winsor, 
Librarian. 


Libraries.  435 

St.  Thomas  Episcopal  Sunday  School  Library  was  founded  by  Rev. 
Dr.  Eames  in  1850  ;  free  to  scholars  attending;  it  raises,  by  voluntary 
tax,  $75  per  year,  and  expends  the  same  for  books  ;  there  are  fifty 
bound  volumes  added  each  year,  and  it  contains  450  bound  volumes ; 
it  circulates  2500  volumes  annually;  the  population  represents  1,000. 
George  Smith,  Librarian. 


WARWICK. 

By  John  F.  Brown, 
Superintendent. 


It  appears  that  the  first  school-house  erected  in  Warwick  was  built  in 
wrhat  is  now  known  as  Old  Warwick,  about  the  year  1716,  and  was  used 
both  as  a  school-house  and  for  town  meetings.  The  date  of  its  demoli- 
tion is  unknown,  but  it  appears  that  before  the  close  of  the  century  an- 
other was  built  in  the  same  district.  Among  the  earlier  teachers  were 
Joseph  Carder,  Charles  Morris,  Thomas  Lippitt  and  Ephraim  Arnold. 

It  is  evident  that  the  subject  of  education  was  agitated  to  a  consider- 
able extent,  and  with  a  marked  effect,  just  prior  and  subsequent  to  the 
commencement  of  the  present  century,  from  the  fact  that  several 
educational  societies  were  incorporated  between  1793  and  1808. 

In  1798  a  school-house  was  built  about  a  mile  east  of  the  present 
village  of  Crompton,  at  an  estimated  cost  of  $200. 

The  school  was  supported  by  a  tuition  tax,  and  at  that  time  furnished 
educational  facilities  for  all  the  families  living  in  that  part  of  the  town. 
The  house  wTas  used  for  school  purposes  until  about  1830.  Among  the 
earl}'  teachers  were  James  Pollard,  Bennet  Holden,  Miss  Lucy  Glover, 
Miss  Pond  and  Oliver  Johnson. 

In  1803  a  building  was  erected  in  the  present  village  of  Centreville, 
and  used  for  both  school  and  religious  purposes.  The  first  school 
taught  in  it  was  commenced  September  10,  1803,  with  Mr.  Joseph  B. 
Pettis  as  teacher,  who  was  followed  by  Samuel  Greene,  Sabin  Lewis  and 
Oliver  Johnson.  In  Ma}T,  the  same  year,  the  Warwick  Educational 
Societ\T  was  incorporated  with  nineteen  charter  members. 

Prior  to  1818  we  find  no  mention  of  schools  in  Phenix.  At  that  time, 
and  subsequently  schools  were  taught  in  private  houses  and  rooms 
rented  for  the  purpose,  as  opportunity  presented.       Miss  Amy  Gorton, 


Free  Schools.  437 

Mr.  Elisha  W.  Baker  and  a  Mr.  Austin  are  mentioned  as  teachers. 
The  first  building  erected  for  school  purposes  was  built  by  the  "  Lippitt 
and  Phenix  Sabbath  School  Society,"  in  1827,  at  a  cost,  including  the 
lot,  of  a  little  less  than  $900.  Samuel  Briggs  and  Peter  D.  Ilealy  are 
mentioned  as  early  teachers.  By  a  vote  of  the  Society,  in  1847,  the 
house  was  sold  to  the  school  district  for  S8n0. 

In  River  Point,  it  is  probable  that  the  school-house  now  standing  is 
the  only  building  ever  erected  for  that  purpose  ;  while  Natick  has 
boasted  of  two,  both  of  which  are  now  standing,  though  the  older 
was  changed  into  a  dwelling  house  many  }'ears  ago. 

The  building  now  used  was  erected  in  1850,  at  a  cost  of  82,355. 
Among  the  early  teachers  were  William  B.  Spencer,  Rev.  Arthur 
A.  Ross,  Rev.  Jonathan  Brayton,  Alanson  Holley,  E.  M.  Tappan 
and  E.  M.  Hopkins. 

The  school  buildings  in  the  Plains  District,  the  Potowomut  District, 
and  in  the  Arctic  District,  have  been  built  but  a  few  years.  That  at 
Arctic  was  completed  in  September,  1875. 

The  first  School  Committee,  elected  after  the  inauguration  of  the 
public  school  system,  was  composed  of  the  following  gentlemen: 
John  Brown  Francis,  Thomas  Remington,  Joseph  W.  Greene,  George 
A.  Brayton,  Augustus  G.  Millard,  Elisha  Brown,  Franklin  Greene,  Henry 
Tatem,  Daniel  Rhodes,  Thomas  Holden,  Jeremiah  Greene,  Sion  A. 
Rhodes,  Rice  A.  Brown  and  Waterman  Clapp.  In  1828  the  town  was 
divided  into  eleven  school  districts,  while  Crompton  District  was  set  off 
from  Centreville  and  Coweset  in  1830.  Since  1830  Pontine,  River 
Point,  Central,  Hill's  Grove  and  Arctic  Districts  have  been  set  off 
from  districts  previously  existing. 

In  1845  the  Crompton  District  built  a  school-house  at  a  cost  of  about 
83,000,  including  cost  of  the  lot,  which  was  destroyed  by  fire  in 
1867.  In  February,  1868,  another  having  been  built,  was  dedicated. 
The  present  building  is  of  brick,  34  by  36  feet,  and  arranged  for  three 
departments.  Its  cost  was  about  86,000.  The  names  of  William 
Baker,  Samuel  Sandford,  Rev.  Henry  A.  Cook,  Rev.  L.  W.  Wheeler, 
Misses  Annie  B.  Holden,  Emily  Bennett  and  Myrtilla  M.  Anthony, 
Messrs.  James  B.  Spencer  and  D.  R.  Adams  appear  as  teachers  in  the 
old  school-house,  while  Mr.  John  M.  Nye  and  Miss  Ella  J.  Hathaway 
are  the  present  teachers. 

The  report  of  the  School  Committee  for  1829-30  informs  us  that  there 
were  763  scholars  in  attendance,  and  that  the  amount  of  money 
expended  was  8908.50.  By  a  report  for  1851-2,  it  appears  there  were 
1,244    scholars   registered,    with   an    average    attendance    of  812,   and 


438  Warwick. 

an  expenditure  of  $3,463.90.  In  1868  there  were  1,969  registered, 
with  an  average  attendance  of  1,244,  and  an  expenditure  of  $5,301.45. 
Since  that  time  the  number  registered  has  decreased  somewhat,  though 
the  average  attendance  remains  nearly  the  same,  showing  a  better 
percentage  of  attendance.  The  expense  per  average  scholar  has 
increased  from  $4.26  in  1851  to  $6.75  in  1874. 

In  1848  Rev.  Zalmon  Tobey  was  elected  Superintendent  of  Pub- 
lic Schools,  since  which  time  Rev.  George  A.  Willard,  Rev.  Ben- 
iamin  Phelon,  Rev.  O.  P.  Fuller,  Ira  O.  Seamans,  Esq  ,  Wm.  V. 
Slocum,  Esq.,  and  John  F.  Brown  have  served  in  that  capacity.  A 
salary  of  $50  per  year  was  at  first  paid,  which  has  gradually  increased 
to  $200. 

For  the  year  ending  May  1,  1875,  schools  were  taught  in  sixteen 
districts  for  an  average  of  eight  and  one-half  months,  registering  1,644 
scholars,  with  an  average  attendance  of  1,197,  at  a  total  expense 
of  $10,856.50. 

The  writer  desires  to  express  his  indebtedness  to  the  "  History 
of  Warwick,"  by  Rev.  O.  P.  Fuller,  for  a  large  portion  of  the  above 
facts. 


WOONSOCKET 


By  Erastus  Richardson. 


The  spirit  of  civil  and  religious  liberty  for  which  Rhode  Island  has 
been  so  distinguished,  is  due  in  no  small  degree  to  the  influence  which 
the  Quakers  exerted  in  shaping  the  politics  as  well  as  the  religion  of  the 
colon}'  in  which  they  had  sought  refuge,  and  where,  for  many  years, 
they  were  its  lawgivers. 

In  the  year  1656,  while  the  population  and  the  anarchy  of  our  little 
colony  were  rapidly  increasing,  this  despised  and  persecuted  sect  ap- 
peared in  New  England.  After  a  few  trifling  incidents,  in  which  the 
persons  of  many  bore  striking  evidences  to  the  pious  zeal  of  the  Massa- 
chusetts eaints,  they  arrived  within  the  limits  of  Rhode  Island. 

They  were  not  received  with  open  arms.  They  were  simply  tolerated. 
But  in  the  short  space  of  sixteen  years,  a  majority  of  the  freemen  of  the 
colony  had  become  impressed  with  the  simple  and  beautiful  truths  which 
the}'  enunciated. 

In  the  year  1718  the  "  Providence  Monthly  Meeting"  was  set  off' from 
the  ''Greenwhich  Monthly  Meeting,"  and  the  records  began  at  this  place. 
Thus  Woonsocket  became,  first  a  religious,  and  afterwards  an  educa- 
tional, centre  ot  the  large  territory  now  comprised  within  the  counties 
of  Worcester,  Mass.,  and  Providence,  R.  I. 

A  patient  perusal  of  these  records  will  reward  one  with  much  valua- 
ble material.  The  historian  will  find  therein  when  and  where  their 
meeting  houses  were  erected  at  Providence,  Woonsocket,  Mendon,  Ux- 
bridge,  Leicester  and  other  places  within  the  "  diocese,"  and  obtain  a 
deeper  insight  into  the  manners  and  customs  of  a  rapidly  declining  sect; 
the  genealogist  will  discover  many  wanting  links,  and  perhaps  a  few 
"black  sheep"  in  ancient  families  ;  the  philosopher  will  ascertain  that  the 


440  WOONSOCKET. 

broacl-briiii  was  not  always  a  S3'mbol  of  virtue,  and  that  even  a  Friend 
occasionally  l"  got  drunk  and  kicked  bis  wife  out  of  doors  ;"  the  patriot 
will  learn  that,  although  the  Quakers  objected  to  take  an  active  part  in 
the  War  of  the  Revolution,  the}'  ''turned  out  of  meeting"  one  of  the 
Rhode  Island  signers  of  the  Declaration  of  Independence  for  refusing  to 
manumit  his  slaves;  and  all  will  be  vexed  that  the  clerks  of  the  meet- 
ings were  such  abominable  penmen. 

From  these  Records,  which  have  been  kept  at  Woonsocket  for  upwards 
of  one  hundred  and  fifty  years,  I  extract  the  following  in  relation  to  edu- 
cational matters  : 

"Gth  Month,   1771. 
"It  is  thought  necessary  yt  poor  children  be  schooled." 

4th  Month,  1777. 

"  Moses  Farnum,  Moses  Brown,  Thomas  Lapham,  Job  Scott,  Elisha  Thorn- 
ton, Samuel  Aldrich,  George  Arnold,  Antepast  Earle  and  David  Steere,  are  ap- 
pointed to  draw  up  a  plan  for  establishing  a  free  school  among  Friends. 

The  following  Gth  Month  the  committee  presented  their  report  to  the 
meeting,  recomending, 

"  1st.  That  the  donation  of  Rachel  Thayer  be  appropriated  towards  the 
support  of  a  school. 

"  2d.     That  subscriptions  be  received  at  each  preparative  meeting. 

"3d.     That  a  teacher  be  procured  at  once. 

"  4th.  That  a  committee  of  ten  judicious  Friends  be  appointed,  any  seven  of 
which  shall  be  empowered  to  act.  The  duties  of  this  committee  to  be — 1st,  to 
select  a  place  or  places  for  the  school  from  time  to  time ;  2d,  to  agree  with. 
teachers ;  3d,  to  inspect  the  poorer  sort  of  Friends'  families,  to  determine  who 
shall  be  schooled  from  the  fund ;  4th,  to  raise  and  forward  subscriptions ;  5th, 
to  make  rules  and  regulations;  Gth,  to  receive  the  income  of  the  Rachel  Thayer 
donation;  7th,  to  act  and  transact  all  other  matters  and  things  belonging  to 
the  school." 

The  nueting  accepted  the  report  and  appointed  the  following  persons 
as  probably  the  first  school  committee  in  Northern  Rhode  Island:  Thom- 
as Steere,  Moses  Farnum,  David  Steere,  Moses  Brown,  Ezekiel  Corn- 
stock,  Benjamin  Arnold,  Rufus  Smith,  Dauiel  Cass,  George  Smith,  Sam- 
uel Aldrich,  Gardner  Earle,  David  Buffum  and  Thomas  Lapham,  jr. 

The  efforts  of  the  Quakers  awoke  such  an  interest  in  educational  mat- 
ters, that  measures  were  taken  at  the  beginning  of  the  present  century 
to  establish  a  school  which  should  be  free  to  all.  This  was  partially 
accomplished,  but  was  finally  defeated  try  those  for  whom  it  was  de- 
signed. By  a  vote  of  the  ignorant  backwoodsmen  of  Smithfield,  many 
of  whom  were  unable  to  write  their  names,  the  first  Free  School  in  these 
regions  was   brought  to  an  end.     In  the  years  1800  and  1801  the  town 


Establishment  of  Free  Schools.  441 

of  Smithfield  appropriated  82,200  for  Free  Schools.  This  sum  was 
distributed  among  24  schools.  At  the  August  Town  Meeting  of  1802, 
a  similar  sum  was  voted,  but  at  a  special  Town  Meeting  in  the  following 
month  the  vote  was  "  repealed." 

Is  it  strange  that  the  same  intelligent  freemen  should  have  u  vandued  " 
the  poor  of  the  town  to  the  lowest  bidder,  and  have  rejected  the  Consti- 
tution of  the  United  States  by  a  vote  of  159  to  2?* 

But  by  the  efforts  of  the  women  in  these  parts  a  Free  School  was 
final!}-  successfully  inaugurated,  and  the  enterprise  continued  for  several 
years.  A  public  Library  was  also  in  existence  at  Woonsocket  during 
the  first  thirty  years  of  the  present  century.  About  the  same  time  a 
Library,  known  as  the  "  Social  Library,"  was  in  Northern  Cumberland, 
and  continued  for  man}' years.  But  the  Private  Schools  in  these  parts  in 
the  last  generation,  are  all  that  it  is  worth  while  to  say  much  about. 

A  short  time  previous  to  the  Revolution,  a  young  man  of  studious 
habits  and  amiable  disposition  became  a  citizen  of  these  regions. 
From  a  natural  impulse  to  benefit  his  fellow  man,  and  for  the  purpose 
of  earning  a  living,  he  devoted  a  large  portion  of  his  time  and  of  his 
dwelling  house  to  the  cause  of  education.  lie  had  an  umple  field  before 
him,  for  the  ignorance  of  the  inhabitants  of  Smithfield  at  that  time  was 
only  equalled  by  their  niggardliness.  The  grammar  and  the  penmanship 
which  recorded  their  highways,  as  well  as  the  highways  themselves, 
were  an  abomination  in  the  sight  of  the  Lord.  The  poor  immigrant 
was  treated  as  a  criminal,  and  invariably  ordered  out  of  the  town. 
Sometimes  he  would  return.  It  would  then  be  voted  that  the  "  tran- 
shunt  person"  either  be  whipped  or  "  suffer  corporal  punishment  by  being 
fined"  or  allowed  to  "  remane,"  provided  he   behave  kk  hisself." 

I  find  the  following  "  prescriptions  "  among  the  papers  of  a  celebrated 
"  doctor  "  of  those  days,  whose  learning  and  skill  are  spoken  of  by  his 
descendants  with  much  enthusiasm  : 

"  Jonathan  should  wash  and  hold  his  feet  some  time  in  warm  water;  then 
bleed;  then  Put  on  the  Plaster  on  his  feet,  go  to  bed  with  the  bed  warmed; 
also  with  a  Blister  Plaster  on  the  back  side  of  his  Neck,  and  when  the  blister  is 
near  don  running,  then  take  the  pills,  two  of  them  just  before  bed,  about  as  big 
as  a  "  middling  Pee,"  if  the}' work  five  times  once  in  three  nights;  and  if  it  doth 
not  work  much,  every  other  Night.  Also  steep  Burdock  rotes,  biter  sweet 
rotes  and  Lovage.  Steep  them  for  a  drink.  So  when  gone  threw  with,  then 
gow  a  short  voiage  to  See." 

*R.  I.  Col.  Rec,  Vol.  X,  Page  275,  say  15S  to  2;  hut  the  Records  of  Smithfield  Town 
Meetings  say  as  above. 


442  Woonsocket. 

I  have  been  unable  to  ascertain  whether  or  notf  Jonathan  went  to 
"  See." 

Next  comes  a  "  Surrop  "  for  the  Rickets  : 

"  One  gill  of  Easworms,  Petemorel  Rotes,  one  handful  of  Rock  leather,  Low 
Polepocle  Rotes— Solomon's  Seal  Rotes, — Learge  Polepode  Rotes — Cunefry 
Rotes — Hemlock  Bark  from  the  rote  on  the  North  side  of  the  tree,"  — and 
so  on. 

But  the}T  who  are  most  in  need  of  education,  appreciate  it  least.  Eli- 
sha  Thornton,  who  was  the  }'onng  teacher  to  whom  I  have  referred, 
would  have  starved  had  he  depended  solely  upon  the  patronage  of  his 
neighbors.  Nay,  his  very  mental  attainments  caused  him  to  be  regarded 
with  suspicion  and  dread.  His  telescope  and  his  globe,  by  which  he  il- 
lustrated the  grand  harmon}'  of  the  universe,  aroused  the  superstitious 
fears  of  the  ignorant  boors  in  the  vicinity  to  such  an  extent  that  they 
expostulated  with  him  for  teaching  the  u  Black  art." 

The  Thornton  Acadenry  was  located  near  the  present  village  of  Slaters- 
ville.  The  fame  of  this  school  was  as  extensive  as  it  was  well  deserved, 
and  pupils  came  from  distant  regions  to  be  mentally  and  morall}r  en- 
lightened b}T  the  great  and  good  man  who  was  its  principal.  Elisha 
Thornton  was  at  the  head  of  this  school  for  thirty  years,  the  existence 
of  which  was  terminated  about  the  beginning  of  the  present  century. 

Elisha  Thornton  was  born,  according  to  his  own  account,  the  30th  ot 
6th  Month  (O.S.August),  1747;  according  to  the  Quaker  Memorial, 
the  30th  of  4th  Month,  (0.  S.  June),  1747  ;  and  according  to  the  Rec- 
ords of  the  Town  of  Smithfield,  June  30th,  1748.  His  father,  Eben- 
ezer  Thornton,  and  his  mother,  Ruth  Smith,  were  joined  in  marriage  by 
"  William  Arnold,  of  Smithfield,  Esq.,"  October  7th  and  8th,  1735. 
Whether  the  lovers  arrived  at  the  house  of  the  Hon.  Justice  of  the 
Peace  on  the  midnight  of  October  7th,  or  whether  it  took  two  days  to 
perform  the  ceremony,  I  have  been  unable  to  ascertain.  But  I  am  sure 
that  it  was  imperatively  necessary  that  the  knot  should  have  been 
effectually  tied,  for  previous  to  the  technical  formalities  of  their  union, 
they  had  been  blessed  with  two  children.  Of  his  parents  too  little 
cannot  be  said.  They  were  careless  and  improvident  in  their  manner 
of  living,  and  were  spared  the  disgrace  of  dying  in  the  poor  house 
through  the  love  of  their  son. 

At  ten  3'ears  of  age  Elisha  had  received  two  months  schooling,  and 
was  u  placed  abroad"  to  live.  At  twenty-three  he  joined  the  Quakers, 
and  three  years  afterwards  became  an  Elder  in  the  Society.  In  the 
meantime  (4th  Month,  1st,  1773),  he  had  married  Anna,  the  daughter 
of  John  Read,  and  commenced  his  Academy.     The  temperament,  tastes 


Thornton  and  Smithfield  Academies.  443 

and  early  education  of  this  man  all  seemed  to  be  in  opposition  to  the 
life  of  self-denial  which  he  marked  out  for  himself.  Nervous,  sensitive 
and  timid,  with  a  slender  frame  of  body  and  a  large  heart,  he  had  been 
thrown  upon  his  own  resources  almost  from  infancy.  The  material 
wants  of  his  nature,  and  the  formation  of  his  character  through  child- 
hood and  youth,  had  been  left  entirety  to  himself.  His  love  of  Nature 
amounted  to  a  passion.  His  attachment  to  his  friends  was  only  equalled 
by  their  attachment  to  him.  The  cheerful  voices  of  Spring,  and  the  sad 
strains  of  Autumn  were  his  delight ;  and  the  vibrations  of  his  fiddle- 
strings  were  the  delight  of  his  youthful  companions.  Fully  alive  to 
mirth  and  pleasure,  and  keenly  sensitive  to  ri  licule  and  contempt,  he 
cut  himself  aloof  from  his  youthful  associates,  and  devoted  the  remain- 
der of  his  life  to  piety  and  self-denial.  His  zeal  in  educational,  as  in  re- 
ligious matters,  was  not  confined  to  these  parts.  Through  his  influence 
with  Moses  Brown,  the  Friends'  School  at  Providence  was  inaugurated. 
At  last,  having  spent  thirty  years  of  his  life  in  doing  good,  and  receiv- 
ing nothing  therefor  save  a  scanty  subsistence,  and  a  consciousness  of 
having  done  his  duty,  he  removed  to  New  Bedford,  where  he  passed 
the  remainder  of  his  days. 

About  this  time,  schools  were  started  in  various  places  hereabouts. 
The  inhabitants  of  "  neighborhoods  "  united  themselves,  built  school 
houses,  and  employed  teachers  from  time  to  time.  The  L  of  Deacon 
Stephen  Hendrick's  house  in  Union  village,  what  is  now  a  barn  on  the 
Brownell  estate,  and  what  is  now  the  wood  house  of  Elisha  T.  Read, 
were  once  temples  of  knowledge.  A  school-house  was  once  where  now 
stands  the  blacksmith  shop  of  Proctor  Bros.,  at  the  Globe,  and  another 
was  located  at  the  "  Daily  Hole."  Nor  must  I  omit  the  good  work  of 
Aunt  Delphi  Warren,  on  what  is  now  Arnold  street.  In  addition  to 
these  the  father  of  Otis  Bartlett  procured  students  from  Brown  Univer- 
sity to  teach  at  his  house.  Although  some  of  the  teachers  in  these  in- 
stitutions were,  to  use  the  language  of  a  pupil  in  one  of  them,  too  stu- 
pid to  get  their  living  by  any  other  means,  still  they  kept  the  people 
from  lapsing  into  barbarism. 

This  brings  me  to  a  point  where  I  am  permitted  to  speak  of  an  insti- 
tution of  learning  which  had  its  scat  among  the  inhabitants  of  these 
regions,  and  which  the  citizens  of  Woonsocket  have  reason  to  remember 
with  peculiar  pride  and  satisfaction — in  which  the  facilities  for  teaching 
and  illustrating  the  various  branches  of  science  were  at  one  time  beyond 
that  of  any  academy  in  New  England — whose  cabinet  of  minerals,  and 
chemical  and  philosophical  apparatus,  were  equal  to  those  of  Brown 
University,  among  whose  teachers  have   been  men  well  known  in  after 


444  TToonsocket. 

life  to  fame  and  honor,  and  among  whose  pupils  were  many  who  have 
become  justly  celebrated  in  science,  art  and  literature.  I  refer  to  the 
Smithfield  Academy. 

The  movement  to  erect  the  building  was  started  about  the  year  1810. 
The  method  for  raising  funds  tor  the  enterprise  was  by  a  lottery.  The 
first  class  resulted  in  failure.  The  second  class,  started  by  George 
Aldrieh  and  others,  was  more  successful.  But  the  money  thus  raised 
was  insufficient  to  complete  the  work,  and  the  balance  was  finally 
adjusted  by  Joel  Aldrieh.  The  building  eventually  became  his  private 
property,  but  he  leased  the  same  at  a  nominal  figure.  The  building  was 
erected  in  1811,  and  in  the  Autumn  of  that  year,  David,  the  son  of 
Joel  Aldrieh,  became  the  first  teacher  therein.  This  man  is  spoken  oi 
as  a  deep  student  and  a  successful  teacher.  He  died  in  1814.  From 
then  until  1830  there  was  no  settled  teacher  therein.  Spindle-shanked 
pedagogues  and  soft-haired  students,  pedants  and  coxcombs,  tried  their 
hands  from  time  to  time,  sometimes  successfully  and  sometimes  not. 
Among  the  successful  teachers  were  John  Thornton,  son  of  Klisha ; 
George  D  Prentice,  afterwards  of  the  Louisville  Journal ;  and  Christo- 
pher Itobinson,  since  Representative  in  Congress,  and  Minister  to 
Peru 

In  the  Autumn  of  1830  James  Bushee  commenced  his  labors  therein, 
which  continued  until  1853,  when  the  career  of  the  Academy  was 
brought  to  an  end.  A  beautiful  grove  of  linden  trees,  planted  by  the 
last  teacher  within  its  honored  walls,  is  all  that  now  remains  to  mark  its 
ancient  site. 

In  the  meantime  the  people  had  begun  to  awaken  to  the  fact  that  a 
free  school  is  one  of  the  necessities  of  a  free  government,  and  to  take 
measures  to  place  the  advantages  of  education  within  the  reach 
of  all. 

The  town  of  Woonsocket  was  made  up  of  two  school  districts  of 
Old  Smithfield,  and  six  school  districts  of  Old  Cumberland.  When, 
about  half  a  century  ago,  these  districts  were  formed,  the  inhabitants 
were  but  a  step  above  barbarism.  Many  of  the  School  Committee 
were  rude  in  manner  and  in  speech,  and  many  of  the  pupils  were  vulgar 
and  uncouth  to  a  degree.  So  much  so,  indeed,  that  the  capacious  spit- 
boxes  which  polluted  the  school-houses,  were  inadequate  to  contain  the 
iloods  of  tobacco  juice,  which  would  run  down  and  stand  in  pools  in  the 
centre  of  the  rooms. 

The  Smithfield  districts  were  the  Globe  and  the  Bernon.  The  first 
public  school-house  in  the  Globe  District  was  built  about  the  year  1841. 
Up  to  1858  the  school  was  maintained  in  this  building  chiefly  from  the 


Disteict  Organizations.  445 

fund  distributed  b}T  the  State.  It  was  therefore  limited  to  a  short 
Summer,  and  a  somewhat  longer  Winter  term.  At  this  time  the 
progressive  men  in  the  district  succeeded  in  awakening  the  public  mind 
to  such  an  extent  that  an  appropriation  was  made,  and  a  teacher' 
engaged  at  a  salary  of  $500  per  annum.  The  old  house  has  recently 
been  abandoned.  The  new  and  beautiful  edifice  on  Providence  street 
was  dedicated  April  22,  1875,  with  appropriate  ceremonies. 

The  Bernon  District  is  not  as  }Tet  the  proprietor  of  a  school-house. 
But  a  movement  is  now  being  made  to  that  end,  and  in  a  few  months 
a  beautiful  building  will  crown  one  of  its  hills.  Although  the  district 
has  not  owned  a  house,  the  factory  owners,  since  1832,  have  leased 
a  building  for  school  purposes,  and  schools  have  been  kept  therein 
which  have  been  an  honor  to  the  town. 

The  Cumberland  portion  of  Woonsocket  comprises  what  is  now  the 
educational  as  well  as  the  business  centre  of  the  town,  and  deserves  a 
more  extended  notice. 

In  the  year  1828  the  town  of  Cumberland  was  divided  into  sixteen 
school  districts.  District  No.  1  comprised  what  was  then  called 
the  "  Village  of  Woonsocket,"  which  was  the  region  extending  from  the 
"  Falls"  to  the  "Social  Village."  District  No.  2  was  the  Social  and 
Jenckesville  villages,  and  District  No.  3  was  what  is  now  known 
as  the  u  Union  District." 

At  the  first  meeting  of  the  School  Committee,  the  Jenckesville 
District  was  set  off  from  District  No.  2,  and  designated  as  No.  17. 

There  were  no  "Trustees"  in  those  days.  The  School  Committee 
was  composed  of  a  man  from  each  district,  who  performed  the 
duties  that  were  afterwards  assigned  to  Trustees.  The  money  re- 
ceived from  the  State  was  apportioned  by  the  School  Committee 
in  1820,  as  follows:  One-half  equally  among  the  several  districts, 
and  the  remainder  according  to  the  number  of  pupils.  The  following 
table  shows  the  names  of  committee,  number  of  pupils  and  money 
received  for  school  purposes  in  1829  at  Woonsocket : 


DISTRICTS. 

COMMITTEE. 

NO. 

PUPILS. 

MONEY 

RECEIVED 

1 

Dexter  Ballou. 

11)8 

879  83 

2 

Smith  Arnold. 

70 

43  74 

3 

Reuben  Darling. 

81 

40  84 

17 

Nelson  Jenckes. 

74 

44  80 

In    August,    1838,    a    new    district    was    formed     from   No.    1,    and 
designated  No.  19.     Committee,  pupils,  etc.,  were  then  as  follows  : 


446  Woonsocket. 


DISTRICTS. 

COMMITTEE. 

NO.    PUPILS. 

MONEY    RECEIVED. 

r    1 

Eli  Pond. 

194 

$116  79 

"I  19 

Ariel  Ballon. 

145 

100  37 

2 

Melville  Knapp. 

304 

153  64 

3 

Welcome  Cook. 

82 

79  27 

17 

Albert  Jenckes. 

75 

76  92 

January  13,  1840,  a  new  district  was  formed  from  No.  2  (making 
the  second  time  that  No.  2  had  been  divided),  and  designated  No.  20. 
The  committee,  pupils,  etc.,  were  as  follows : 


DISTRICTS. 

COMMITTEE. 

NO.    PUPILS. 

MONEY   RECEIVED 

r  i 

Abner  Bawson. 

183 

$121  09 

I  29 

1     2 

Ariel  Ballou. 

160 

113  28 

James  M.  Cook. 

152 

110  56 

[10 

Joseph  Smith. 

184 

121  44 

3 

Olney  Burlingame. 

67 

81  60 

17 

George  Jenckes. 

81 

86  42 

In  1845  the  act  was  passed  authorizing  the  several  districts  to  elect  a 
Clerk,  Treasurer  and  three  Trustees. 

Friday,  November  30,  1849,  the  voters  of  districts  1,  19,  2 
and  20  met  for  the  purpose  of  organizing  these  four  districts  into 
one,  which  has  since  been  known  as  the  Consolidated  District. 
The  movement  to  this  end  was  begun  in  1846.  The  school  officers  in 
1849  were:  John  Boyden,  Moderator;  Olney  Arnold,  Clerk  ;  Elijah  B. 
Newell,  Treasurer ;  Christopher  Robinson,  Bethuel  A.  Slocomb,  Robert 
Blake,  Trustees.     The  pupils,  etc.,  were  as  follows : 

MONEY. 

$244  48 
238  04 
282  62 
276  67 
130  09 
152  88 

This  consolidation  was  a  great  victor}7  for  the  friends  of  education, 
for  thereby  the  schools  could  be  graded,  and  a  High  School  es- 
tablished. 

The  High  School  building  was  in  process  of  erection  during  the 
3?ears  1848-9.  It  was  built  on  land  kindty  given  to  the  district 
by  the  late  Hon.  Edward  Harris,  and  cost  about  $8,000. 


>TRICTS. 

AVERAGE   ATTENDANCE. 

f     1 

81| 

1  19 

784 

2 

101 

20 

98 

17  (Jen 

;kesville) 

24 

3  (Union) 

35^ 

Harris  Institute.  447 

On  July  17,  1849,  passed  away  one  of  the  pioneers  of  modern 
Woonsocket,  and  an  earnest  worker  in  the  cause  of  education.  I 
refer  to  Dexter  Ballou.  He  was  an  active  member  of  the  School 
Committee  for  man}T  years,  and  at  the  time  of  his.  death  bequeathed 
fifteen  shares  of  Providence  and  Worcester  Railroad  stock  to  the 
u  Secondary  or  Grammar  School  of  Woonsocket." 

The  district  also  received  a  legacy  from  Mrs.  Rachel  F.  Harris 
of  thirty  shares  of  Providence  and  Worcester  Railroad  stock. 

The  histoiy  of  educational  progress  in  Woonsocket  would  be  incom- 
plete that  should  omit  an  allusion  to  the  labors  of  Rev.  John  Boyden  in 
that  direction.  His  name  first  appears  in  1841,  and  for  a  quarter  of  a 
century  it  continued  to  adorn  the  school  records.  The  veneration  and 
respect  with  which  his  memory  is  held  at  the  present  day,  is  a  sufficient 
evidence  of  his  zeal  and  philanthropy. 

A  movement  is  now  on  foot  to  consolidate  all  of  the  districts  of  the 
town.  That  it  may  eventually  be  consummated  is  the  earnest  wish  of 
every  true  friend  of  educational  progress. 

Aside  from  its  public  schools,  the  town  enjo}'s  the  free  use  of 
a  magnificent  building  through  the  munificence  of  the  late  Edward 
Harris.  Here  the  Woonsocket  Lyceum  holds  its  weekly  session,  a 
public  Reading  Room  is  daily  visited,  and  a  large  and  well  selected 
Library  is  opened  to  all  A  portion  of  this  library  was  originally 
the  property  of  a  distinct  organization,  named  in  honor  of  its  most 
liberal  benefactor — the  late  Edward  Carrington.  This  afterwards  was 
annexed  to  a  library  founded  and  endowed  by  Edward  Harris, 
and  the  whole  now  bears  the  name  of  the  "Harris  Institute 
Library." 

In  conclusion,  it  remains  to  be  said  that  Woonsocket  has  reason  to 
congratulate  herself  for  the  mite  which  she  has  contributed  during 
the  last  century  for  the  cause  of  Education,  and  to  feel  that  she  has 
fairly  earned  the  applause  of  the  Christian,  the  philanthropist  and 
the  patriot. 


INDEX. 


Absences  from  school 84,  98,  200,  255,  257 

Academies 30,  353,  373,  392,  442,  444 

Acldeman,  J.  M 90 

Aldrich,  Joel  444 

Allen,  Benjamin,  LL.  D 400 

Allen,  Daniel  G 353,  389 

Allen,  Elizabeth 342 

Allen,  Gov 427 

Allen,  Paul 15,  1G,  153,  159 

Allyn,  Rev.  Robert , 84 

Allen,  Zachariah 244 

Angell,  Oliver 170 

Anthony,  Richard 18 

Appropriations,  154,  253,  258,  312,  339,  357,  3G3,  3G5,  370,  37G,  377,  378,  381,  388, 

402,  410,  418,  42G 

Arnold,  General 12 

Atwell,  A.  M 16 

Atwell,  Amos , 234,  238 


Baker,  Alpheus   394 

Baker,  George. . , 177,  242 

Baker,  Wm.  S 125 

Ballon,  Dexter 447 

Barker,  Peleg,  Jr 10 

Barnard,  Henry 21 ,  81,  85,  87,  98,  118,  120,  123,  124,  283 

Barnes,  I).  L 13,  1G 

Barrington 9,  19,  49,  50,  94,  9G,  281 

Barton,  Col.  Wm 234 

Bible  in  Schools 81 

Bicknell,  T.  W 88,  90,  91,  92,  300,  422 

29 


450 


IK  D  EX. 


Bingham,  Caleb 22 

Bishop,  Nathan 123,  195 

Blind,  Education  of 73 

Board  of  Education 127 

Boss,  John  L 35 

Bowen,  Gov.  Jabez, 8,  13,  16,  135,  154 

Boydeu,  Bev.  John 447 

Brett,  Mary 10 

Bridgham,  S.  W 14,  152,  175,  188 

Bristol 4,  9,  19,  49,  50,  81,  94,  9G,  120,  285 

Brown,  Betsey 328 

Brown,  John  Carter 222 

Brown,  J.  E 436 

Brown,  Moses 8,  15,  136,  153,  443 

Brown,  Nicholas 220 

Brown  University 11,  81,  119,  211,  217,  243,  416 

Browne,  Geo.  II 327 

Barges,  Tristam 22 

Burrill,  G.  B 14 

Burrill,  James,  Jr 14,  16,  152,  310 

Burrillville 94,  96,  310,  418 

Butler  Asylum 242 

Byfleld,  Nathaniel  287 

By  field  School-house. 307 

Cady,  Isaac  F 281 

Callender,  John 5,  6,  7 

Carlile,  John 15,  16 

Casey,  Geo.  Anderson 352 

Chadsey,  Jeremiah  G 400 

Champlin,  George 14,  33.  34,  152 

Champlins,  Misses « 10 

Channing,  G.  G 36 

Chapin,  Dr.  J.  B 87,  88 

Charlestown 19,  48,  50,  94,  96,  340,  404 

Church,  N.  K   404 

Clarke,  J.  1 15 

Clarke,  Bev.  Dr 5 

Clarke,  Tlios.  II 261 

Classification 197 

Clergyman 376 

Cobbit,  Samuel 286 

Colburn,  I).  P 81,  119,  120,  302 

C  films,  Lieut.  Gov  43 

Colonial  Schools 1 

Colored  Schools 10,  30,  51,  98,  169,  189 

Comparison  of  Statistics 94,  283 

Compulsory  Education 90,  99,  373 

Cooke,  Dr.  Nathan  B 299 


IXDEX. 


451 


Cook,  Theodore 119 

Corliss,  John 10 

Course  of  Study 2G0 

Coventry .    19,  94,  96,  346 

Cozzens,  W.  C 36 

Cranston 19,  48,  50,  94,  96 

Cranston,  Samuel 6 

Crawford,  S.  W 429 

Cumberland 19,  49,  50,  94,  96 


David,  Rev.  Ebenezer 212 

Davis,  J 21 

Deaf  Mutes,  Instruction  of 73 

Dennis,  Thomas 35 

Deux-Ponts,  Chevalier  de 10 

Devotion,  John 282 

DeWolf,  Capt.  James 296 

Dexter,  Col.  John  S 239 

Dexter,  Marshal  E.  K 41 

Discipline 322,  324,  391,  397,  406 

Districts,  282,  292,  297,  309,  312,   341,  353,  359,   370,  375,  378,  382,  388,  401,  407, 

427,  437,  444,  445 

Donally,  Terrence 7 

Doyle,  Thomas  A 207 

Drawing  in  Schools 91,  92,  93,  199 

Dr.  Stockbridge's  School  for  Young  Ladies 225 


East  Greenwich 19,  48,  50,  94,  96,  352 

East  Providence 94,  96,  362 

Educational  Suffrage 90 

Edwards,  Rev.  Morgan 212,218 

Elam,  Samuel 393 

Eldridge,  Dr.  J.  II 357,  358 

Evening  Schools 29,  88,  127,  201,  304,  338,  344,  350,  363,  381,  411,  433 

Exeter 4,  19,  48,  50,  94,  96,  417 

Examinations  of  Teachers 410 

Expenditures 201 


Farnum,  S.  W 415,  426 

Female  Benevolent  Society -  30 

Female  Teachers 78,  81,  284 

Fenner,  Gov 42 

Finch,  Elizabeth 36 

Finch,  Joseph 35,  36 

First  Graduates  of  Brown  University 218 

Fisher,  Nathan 18 


452 


INDKX. 


Fisk,  Rev.  John , 5 

Fitz,  Rev.  William 310 

Foster 19,  48,  50,  94,  96 

Foster,  John 11 

Fox,  Thomas. 6 

Franklin  Lyceum 247 

Freeborn,  Gideon ' 391 

Free  Schools,   13G,  144,  145,  149,  150,  162,  163,  291,  310,  311,  353,  365,  369,  400, 

407,  418,  440 

Friends'  Seminary 49,  417,  443 

Fuller,  Rev.  0.  P 438 

Funds. 144,  254,  288,  309,  321,  332,  344,  356,  381,  412 


Gallaway,  Mr 6 

Gammell,  William 119 

Gano,  Dr 16,  154,  155 

Gardner,  Peregrine 8 

Gardner,  W.  H 367 

Gates,  General 12 

Geography 155,  199,  324 

Gibbs,  George 33,  34 

Gibbs,  Job 35 

Gilbert,  William 6 

Girls,  Education  of 11,  25,  28,  29,  40,  42,  47,  347 

Glocester 19,  49,  50,  94,  96,  310,  364,  418 

Gould,  John 383 

Goddard,  Prof.  William. 193,  208 

Graded  Schools 197,  295,  301,  374,  428,  433 

Grammar 155,  324 

Greene  Academy 432 

Greene,  Simon  II 183 

Greene,  S.  S 81,  119,  120,  195 

Greenough,  J.  C 81,  121,  422 

Griffin,  Dr.   S.  0 319 

Grinnell,  Peter, 18 

Grinnell,  Wm.  T 246 

Griswold,  Rev.  S.  S 368 

Guyot,  A 81,119 

Hallett,  B.  F 43 

Ilalsey,  T.  L 13 

Hamilton,  Alexander 238 

Hammett,  John 416 

Hammond,  Geo 397 

Harris  Institute 447 

Harris,  Rachel 447 

Havens,  Daniel 399 

Hawkins,  Lyclia , 8 


INDEX. 


453 


Hawkins,  William 8 

Hays  and  Pollock ; 34 

Hazard,  Rowland  G 343,  408 

High  School 176,  191,  2G0,  299,  446 

Hitchcock,  Dr 16,  17,  22,  23,  141,  160 

Holden,  Levi 247 

Hopkinton 19,  48,  50,  94,  96,  368,  404 

Hoppin,  Gov 120 

Howell,  David 235 

Howland,  Benj .  B 7 

Ho wland,  Capt.  George 46 

Howland,  John. 12,  21,  23,  35,  39,  46,  47,  97,  149,  238,  240,  241,  310 

Hughes,  John  L 183 

Hunter,  Misses 10 

Hutchinson,  Mrs.  Anne 2 


Illiteracy  in  Rhode  Island 89 

Indians,  Narragansett 4,  54,  73,  416 

Institute,  Rhode  Island 79,  118,  123 

Institutes,  Teachers' 381,  418 

Indian  School 340 

Ives,  T.  P 13 

Jackson,  Daniel '. 247 

Jackson,  Richard 14,  15,  16,  152,  153,  154 

Jackson,  Sally 138 

Jamestown, 4,  19,  49,  50,  94,  96,  367 

Jencks,  Joseph 23 

Jethro,  John 6 

Jillson,  Wm.  E   299 

Johnston 19,  48,  50,  94,  96,  375 

Johnston,  Judge 10 

Kay  School 31 

Reach,  II.  A 312 

Reach ,  S.  P> 320 

Keene,  Charles 234 

Keep,  Calvin  S 324 

Kendall,  Joshua 81,  120,  302 

Kent  Academy    353 

Kenyon,  P.  G 352 

King,  David 267,  271 

King,  Geo.  G 272 

Kingsbury,  John „ 85,  123,  225 

Lancasterian  System 254,  256,  294 

Lapham,  Benedict *  . .  .413 


454 


INDEX. 


Lapham  Institute 412 

Larned,  William 14 

Lauzun,  Chevalier  de 10 

Laws,  see  School-laws. 

Lawton,  Isaac 417 

Leach,  Rev.  Daniel 196,  204 

Lectures 239,  242,  244,  248,  270,  271,  272 

Lenthal,  Robert 5,  6,  415 

Libraries,  55,  80,  97,  127,  241,  248,  2G7,  277,  338,  349,  3G7,  373,  397,  434,  441,  447 

Lincoln 94,  96,  418 

Lincoln,  J.  L 226 

Little  Compton 19,  21,  49,  50,  94,  9G 

Locke,  John , 83 

Lockwood,  Miss  Avis 177 

Lotteries 32,  42,  2G9,  432,  444 

Luther,  Eleanor  11 121,  285 

Lyon,  Emory 215 

Lyon,  Merrick 215 


Magazines ...  125,  12G 

Mann,  Ebenezer 5 

Mann,  Horace 59,  79,  98 

Manning,  Rev.  James 11,  144,  145,  211,  212,  217 

Manufacturing  Establishments 90,  98 

Massasoit 281 

Maxcy,  Rev.  Jonathan 16,  17,  23 

Maxwell  School  Fund 358 

Mechanics'  Association,  Providence 13,   149,  150,  151,  177,  231 

Meeting  Street  School-house. 139,  144,  211 

Memorials 240,  243 

Metcalf,  Joel 15,  1G,  18 

Methods  of  Education 1G9 

Methods  of  Teaching 405 

Middletown 5,  6,  19,  48,  50,  94,  9G,  383 

Milton,  John 1,  83 

Moravian  Society 416 

Morley,  Frank  G 300 

Morse,  Dr 17 

Mowry  &  Goffs'  English  and  Classical  School .228 

Mowry,  Wm.  A 314 

Mount  Pleasant  Academy 232,  430 

Mr.  A.  P 348,  407 

Music  in  Schools 29,  203 

Myles,  Rev.  John 9,  282 


Newport 3,  4,  5,  G,  9,  14,  19,  47,  50,  92,  93,  94,  9G,  152,  220,  253,  384,  416 

New  Shoreham.... 19,  49,  50,  94,  96 

Newtown 5 


index.  455 

Normal  School 81,  98,  118,  127,  284,  302,  344 

North  Kingstown   4,  19,  48,  50,  94,  9G,  389 

North  Providence 19,  48,  50,  94,  90 

North  Smithfleld 94,  96,  418,  426 

Noyes,  Win.  K 293 

Nutting,  John 287 


Officers,  Rhode  Island  Institute 124,  126,  127 

Officers,  School,  145,  148,  176,  183,  187,  195,204,  258,  259,261,  291,  298,  309,  311, 

353,  401,  419,  437,  445 

Paine,  Rev.  R.  IT 362 

Parker,  E.  K 346 

Pastors'  and  Teachers'  Lands , 28 1 

Pavvcatuck, 49 

Pawtucket 48,  94,  96 

Padelford,  Gov 121,  183 

Pearce,  Diitee  J 39 

Phillips,  Rev.  Mowry 338,  364 

Phillips,  W.  A 375 

Portsmouth 4,  19,  48,  50,  94,  96,  416 

Potter,  E .  R 1,  4,  80,  84,  90,  120 

Potter,  Simeon 34,  35 

Prescott,  General 12 

Presidents  of  Redwood  Library 276 

Private  Schools 11,  25,  57,  93,  258,  320,  352,  364,  368,  369,  373,  417,  441 

Promotions 197 

Proprietors'  Schools 145,  311,  383 

Providence,  7,  8,  9,  11,  12,  14,  15,  19,  22,  23,  24,  49,  50,  81,  87,88,93,  94,  96,  120,. 

121,  131,  416,  417,  418 
Providence  Association  of  Mechanics  and  Manufacturers,  13,  149,  150,  151,  177, 

234 

Providence  Franklin  Society 239,  246 

Providence  Institution  for  Savings 241 

Providence  Monthly  Meeting 439 


Quimby,  Rev.  Rosea 412 


Rate-bill  System 81,  428 

Reconstruction  of  the  Schools 1 63 

Records 384,  440 

Reel  wood  Library 267 

Reed,  Elezer 385 

Religion  in  Schools 81,  376 

Remington,  Southwick 394 

Reynolds,  Grindall 13,  18,  151 


456  INDEX. 

Richardson,  Erastus 439 

Richmond 19,  48,  50,  94,  96,  404 

Richmond,  Barzillai 234 

Richmond,  William 13,  14,  1G,  18,  19 

Ricker,  Geo.  II 413 

Rousmaniere,  Henry 87 

Rules  and  Regulations..  .138,  140,  153,  154,  15G,  158,  161,  168,  184,  254,  401,  423 
Russell,  Mr 81,  119 


Salisbury,  Moses 332 

Scholfleld's  Commercial  College 227 

School-books,  11,  17,  22,  24,  27,  93,  98,  157,  161,  169,  177,  288,  289,  294,  335,  346, 

308,  391,  403,  405 

School-houses,  5,   6,   7,   15,   20,   26,   34,  35,  39,  56,  77,  85,  87,  133,  135,  136,  137, 

139,   144,  147,  148,  200,  204,  253,  259,  200,  283,  284,  287,  289,  291, 

296,  312,  318,  320,  321,  322,  324,  329,  332,  333,  342,  346,  347,  350, 

362,  367,  369,  376,  379,  383,  390,  392,  398,  399,  406,  436,  443 

School  Lands 132,  287,  292,  384,  386,  387 

School  Law  of  1800,  19;  of  1828,  43;  of  1839,  51;  of  1843,  60;  of  1845,  64;  of 

1876,  101 

School  Reports 187,  188,  255,  257,  418 

School  System 371,  378,  380 

Schools  under  a  City  Charter 175 

Scituate 19,  49,  50,  94,  96,  412,  418 

Scott,  Edward 416 

Sewall,  Judge .10 

Sewing  in  Schools T 93 

Sewall,  Samuel 417 

Shepard,  Thos.,  D.  D 303,  309 

Shove,  Wm.  B 247 

Society  to  Propagate  the  Gospel 416 

Slater,  Samuel 241 

Slavery  in  Rhode  Island 4,  10 

Small,  A.  I) 261 

Smith,  Amos  1) 1J9 

Smith,  Capt.  Elisha 427 

Smith,  Elbridge 215 

Smithfleld 19,  48,  50,  94,  90,  415,  440,  444 

Smithfleld  Academy .• 444 

Smithfleld  Academy  Society 427 

Smithfleld  School  Society 426 

Society  of  Friends 147,  148,  440 

South  Kingstown 4,  19,  49,  50,  94,  96 

Spelling 199 

Staples,  Judge 7,  8,  11,  33 

Steere,  Chas.  L 324 

Stiles,  Rev.  Dr.  Ezra 268 

Stockwell,  T.  B 92,  97 


index.  457 

Stone,  E.  M 119,  12!) 

Studies 257,  267,  301,  390 

Studies  now  pursued  in  Schools 92 

Suffrage,  Educational 90 

Supervision,  135,  139,  140,  140,  102,  176,  195,  201,  344,  350,  359,  3G6,  372,  381,  422 


Talbot,  Rev.  M.  J 2G1 

Taylor,  A 21 

Taylor,  George 7,  11,  137 

Taylor,  Jeremy 83 

Teachers 405,  411 

Teachers' Wages,  132,  134,  137,   140,   147,   1G9,   177,  282,  28G,  319,  329,  341,  34G, 

376,  377,  428 

Tew,  Edward 384 

Text-books,  see  School-books. 

Thacher,  Judge 12 

The  Association  of  Aid  for  the  Aged 277 

The  Peoples'  Library 277 

Thornton  Academy 442 

Thornton,  Elisha 442 

Throope,  Amos 289 

Thurber,  Isaac 243 

Thurber,  Samuel 11,18 

Tillinghast,  Joseph  L 43 

Tilton,  F.  W 261 

Tiverton 19,  49,  50,  94,  96 

Townseud,  Christopher ... 277 

Transit  Street  School 154,  158,  159 

Trenton,  N.J 19 

Truancy 90 

Tucker,  W.  F 340 

Turpin,  William 8,  9,  132,  416 

University,  Brown 11,  81,  119,  211,  217,  243,  416 

University  Grammar  School 211 

Updike,  Daniel 393 

Updike,  lion.  Wilkins 283 

Upham,  Wm.  D 395 

Ushers 160 

Vacation  Schools 202 

Vandeleur,  Francis 10 

Ventilation 204 

Walker,  John 24 

Warren 19,  49,  50,  94,  96,  211,  218 

Warwick 3,  4,  19,  48,  50,94,96,  346,  436 


458  INDEX. 

Warwick  Educational  Society 436 

Washington  Academy 392 

Washington,  George 12,  238 

Wayland,  Francis 163,  169 

West,  Dr.  Benjamin .11 

Westerly 3,  19,  49,  50,  94,  96,  340,  404 

West  Greenwich 19,  48,  50,  94,  96 

Wheeler,  Bennett 234 

Whipple  Hall ■ 136,  144,  147,  153,  158 

Whipple,  Capt.  Joseph .  .137,  210 

Whipple,  John,  Jr • • 7 

Wickford 2,  48 

Wight,  John 289 

Williams,  Roger 1,  2,  3,  131,  244,  415 

Wilkinson,  William 212 

Wilkinson,  Jemima 431 

Winsor,  William 414 

Women  on  School  Committees 88 

Woonsocket 48,  98,  439 


&41852 


UNIVERSITY  OF  CALIFORNIA  LIBRA.  .Y 


